Convention Posters

Marion C. Leaman, PhD, CCC-SLP, University of Kansas Medical Center; Sophie Nylund Call, MA, Teachers College, Columbia University

ECoLoGiC Conversation Treatment (Expanding Communication and Language Generated in Conversation) is a new 1:1 therapy program developed for improving language in conversation for people with moderate to severe aphasia, with therapy delivered through unstructured person-centered conversation. Pilot work shows meaningful results for improvements in lexical retrieval, subject+verb sentence structure, global coherence and multimodal communicative success for people with conduction and Broca’s aphasia (Leaman & Edmonds, in press). In this next stage of research, we investigated the impact of ECoLoGiC-Tx on reducing the repetitive language behavior “conduit d’approche,” most often seen in people with conduction aphasia. Conduit d’approche is the phenomenon where the person makes successive approximations of a desired word, such as “chandionstip….champstipion….chanpiuship….championpip….championship.” Usually, the person is aware of the difficulty, and may experience frustration. Few interventions address this behavior, and those that do usually focus on practice and manipulation of single words or sentences and don’t report change at conversation or discourse level (e.g., Franklin et al., 2002; Kalinyak-Fliszar et al., 2011; Kristensson & Saldert, 2018). In this poster, we report promising data from ECoLoGIC-Tx for four people, showing a significant decrease in the frequency of conduit d’approche behavior, as well as significantly fewer repetitions when conduit d’approche does occur. These findings suggest that the strengthening of language production skills following ECoLoGiC-Tx (Leaman & Edmonds, in press) can have generalization effects on conduit d’approche behaviors, improving overall communication and potentially lessening the frustration felt by people with aphasia that often occurs during the repetitions caused by conduit d’approche.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Describe the treatment protocol of ECoLoGiC-Tx.
• State the impact of ECoLoGiC-Tx on conduit d’approche (successive, approximating repetition) behaviors in conversation, as reported in this study.
• Explain the authors’ hypothesis for reduction in conduit d’approche following ECoLoGiC-Tx.

Intermediate | Neurogenic Speech, Language & Cognition

Elizabeth Roepke, PhD, CCC-SLP, Saint Louis University

This poster presents a database with recordings of adult speakers from a range of linguistic backgrounds. This database has been created as a tool for improving speech sound assessments of bilingual children with suspected speech sound disorder. Guidelines for using this tool are presented. Attendees are invited to participate in testing the tool to provide feedback on its ease of use by clinicians.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Describe guidelines for speech sound assessment in bilingual children.
• Differentiate between accent and speech errors.
• Identify how speech assessments can be used to profile a bilingual child’s strengths and needs.

Intermediate | Phonology and Articulation

Avery Brooks, BS; Bonnie Slavych, PhD, CCC-SLP, from Missouri State University

Voice disorders in children can lead to long-term vocal damage and social challenges. Monitoring daily voice usage and identifying factors leading to misuse is crucial for effective intervention. This project aimed to develop a daily journal for parents to record voice usage patterns of their children with voice disorders, particularly focusing on scenarios leading to voice misuse, as well as to provide speech-language pathologists with a parent-reported outcome measure for progress monitoring and intervention.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Use journaling to increase parents’ awareness of their child’s vocal usage.
• Differentiate between parent reports of confidence in redirecting abusive vocal behaviors prior to the start of therapy and after therapy commenced.
• Brainstorm additional elements to add to the journal.

Introductory | SLP-Clinical Topic

Alex Link, BS; Klaire Brumbaugh, SLPD, CCC-SLP, Faculty Advisor, from Fontbonne University

The objective of this poster is to offer strategic methods for speech-language pathologists (SLPs) to apply in clinical use to aid in distinguishing between language impairment (LI) and typical language development (TD) in bilingual children (Levey et al., 2020). Currently, numerous speech therapists rely on norm-referenced assessments to identify language disorders, yet research has shown that norm-referenced vocabulary assessments are unreliable, specifically when evaluating children from culturally diverse backgrounds (Peterson et al., 2020). A literature review of six articles was completed that utilized narrative and semantic teaching through dynamic assessments to aid in the classification of impairments. Using common components of a dynamic assessment (test, teach, retest) allows clinicians to measure the learning process of a student. Focusing on three domains (change of scores between pre and post-testing, effort to teach and learning behaviors) by using a point system during narrative retell can indicate an LI (Peterson et al., 2017). LI can also be differentiated by using inferential word learning compared to standard vocabulary assessments. Practical strategies will be provided to equip clinicians with resources to help with diagnosis. Measuring the ability of a child to learn skills rather than assessing what skills they don’t possess can aid SLPs to feel more confident when diagnosing bilingual children with LI.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Explain the common components that dynamic assessment consists of.
• Describe the importance of inferential word learning and narrative skills used in dynamic assessment to differentiate LI from TD bilingual children.
• Implement practical strategies to use in school settings that will assist in diagnosing children with LI.

Intermediate | SLP-Clinical Topic

Alysa Massey, BS; Jayanti Ray, PhD, CCC-SLP, Faculty Advisor; Samantha Washington, EdD, CCC-SLP, Faculty Advisor, from Southeast Missouri State University

Researchers have investigated employment history and have noted an absence of testimony about how blind individuals perceive assistive technology (AT) to aid in transitioning to a career. The proposed study aims to collect data regarding blind adults who have experienced transitioning from high school to vocation, their perceptions of AT to prepare for a vocation after high school and the effect of AT in enhancing independence and quality of life. The study will provide retrospective perceptions from blind adults. It will provide information to allow educators to adjust services to contribute to practical and successful outcomes for people who are blind and visually impaired. This study can provide information for effective collaboration with professionals for an individualized education plan to create meaningful and beneficial services for this population and their future careers and success. Data collection is ongoing. Results and conclusions will be available at the time of the poster presentation.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Define the difference between legally blind and visually impaired.
• Summarize how participants perceive assistive technology devices and how it impacts their quality of life.
• Discuss how research outcomes could change their practice working with clients with visual impairments as a comorbidity.

Introductory | SLP-Educational Topic

Laurel Yows, BS; Brooke Hackman, BA; Elizabeth Smith, MA, CCC-SLP, Faculty Advisor, from University of Central Missouri

This study examines the relationship between community involvement in literacy-promoting events and the subsequent impact on literacy exposure within families. To investigate this, data was collected from a diverse sample of community members who did and did not attend UCM NSSLHA-lead literacy-promoting events. The study utilized a personal response survey to measure the extent of participation and preexisting literacy access along with the resulting influence on family literacy exposure. These results shed light on the potential benefits of community-based literacy initiatives and provide valuable insights for educators, speech-language pathologists and community leaders seeking to enhance literacy outcomes within the broader population. This research aims to explore the underlying mechanisms of literacy-based community events and potential implications for fostering improved literacy within communities.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Distinguish if literacy-promoting community events provide literacy exposure or expansion to families.
• Recall the different ways families are accessing literature.
• Identify children’s current access to literature in the community.

Intermediate | SLP-Educational Topic

Sydney Wallace, BS; Klaire Brumbaugh, PhD, CCC-SLP, Faculty Advisor, from Fontbonne University

Introduction: This poster aims to examine how school-based speech-language pathologists (SLPs) can assist in improving the daily lives of autistic students. To create a more inclusive environment, it is important that SLPs are using current evidence-based practices to improve neurodiverse affirming approaches. Method: A literature review was conducted to provide information about what assessment and therapy techniques are currently being incorporated when working with autistic students and what our field can be doing differently to provide support in improving the daily lives of autistic students. The review included the selection of seven articles that incorporated the perspectives of autistic individuals, with the aim of shaping more inclusive and neurodiverse-affirming approaches during evaluations and interventions. Conclusion: Many school-based SLPs still rely heavily on outdated impairment-based assessments along with therapy approaches that may cause trauma to the child and encourages them to mask rather than be their authentic self. (Yu and Sterponi, 2022). When reviewing literature of the speech-language pathology profession, therapeutic goals typically do not align with the preferences and needs of autistic individuals, as their voices and perspectives are not commonly considered. The profession continues to use ableist language and unpreferred terms. The profession of speech language pathology needs to continue moving forward and embrace neurodiverse affirming therapy techniques to become more inclusive. Strength-based evaluations and interventions that include neurodiverse language should be incorporated when working with autistic students to reduce the impacts of school-based trauma that autistic individuals report due to ableist behaviors that peers and educator’s exhibit.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• State what approaches are currently being used during evaluations and interventions when working with the autistic community.
• Distinguish the difference between neurodiverse language and ableist language.
• Summarize what neurodiverse affirming therapy is.

Intermediate | SLP-Clinical Topic

Bailey Hughes, BA; Mashyllia Minor, EdD, CCC-SLP, Faculty Advisor, from Fontbonne University

Ableism persists as a social and educational barrier for some students with disabilities despite outcry for inclusion and acceptance as discovered by a review of recent literature. This poster will provide an overview of ableism and the presence of ableism within public school settings and the field of speech-language pathology. Specifically, the impact of ableism on the autistic student population will be analyzed. Recommendations for anti-ableist intervention strategies, goals and professional language will be discussed.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Define ableism and describe the shifting viewpoints on disability versus person-first language.
• Identify practices in the field of speech-language pathology that are considered ableist.
• Delineate anti-ableist practice principles that can be implemented in the school setting when working with autistic students.

Introductory | Multicultural

Megan Holt, BS; Dan Salvucci, MEd, Faculty Advisor, from Fontbonne University

Autism spectrum disorder (ASD) is a neurodevelopmental disorder affecting communication and interaction. One in 59 American children who are deaf/ hard of hearing (DHH) has an ASD diagnosis. Children who are DHH and ASD experience delays in language, cognition, behavior, literacy and attention. A review of existing literature on approaches and strategies for DHH children with comorbid ASD was conducted. Alternative communication, routines, modeling, listening and spoken language activities and collaboration with other professionals are discussed. Effective language intervention can only occur when children who are ASD and DHH are provided with services that focus on both diagnoses. The purpose of this poster is to identify approaches and strategies that promote expressive and receptive language in children who have a dual diagnosis of ASD and DHH.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Define ASD and hearing loss.
• Identify indicators when autism and hearing loss co-occur.
• List three strategies and approaches to enhance language in children who have autism and are DHH.

Introductory | SLP-Educational Topic

Emily Speelman; Saneta Thurmon, PhD, CCC-A/SLP, Faculty Advisor, from St. Louis University

The purpose of this project is to examine how prepared speech-language pathologists (SLPs) are to work with augmentative and alternative communication (AAC) strategies for autistic adults and how communication skills for neurodiverse individuals transitioning into a postsecondary education environment can be supplemented with AAC strategies. Up to 1.9 percent of postsecondary students in America are autistic (Dwyer et al., 2023). This population experiences a high rate of attrition in postsecondary environments, with a common reason for drop-out cited as poor mental health (Hamilton & Petty, 2023). Achieving a sense of belonging is crucial for good mental health and requires communication skills that autistic students may or may not have. There is also often a paradigm shift for a student from parental driven communication advocacy to self-advocacy when entering the postsecondary environment. Even when not in a stage of transition, both nonspeaking autistic people and those with functional speech may require the support of AAC strategies in order to communicate fully and effectively. The most common barriers in accessing AAC faced by autistic adults are knowledge, cost, internal and external attitudes about who AAC is useful for, and beliefs that if speech skills are present then AAC supports should be decreased (Zisk & Dalton, 2019). To assess preparation to work with this population, SLPs in the Midwest area will be surveyed and a literature review will be conducted to gather information on how the communication skills of neurodiverse individuals transitioning into postsecondary education can be supplemented with AAC strategies.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Describe best practices for implementing AAC as part of overall communication strategies for autistic adults.
• Identify common barriers to effective AAC use for autistic adults.
• Compare personal knowledge of AAC to survey data.

Intermediate | SLP-Clinical Topic

Grace Elbrader, BS, Fontbonne University

This poster aims to examine the contributing factors that lead to occupational stress and burnout in speech-language pathologists (SLPs). A literature review of five articles was conducted to identify factors related to this phenomenon. This poster will discuss evidence-based strategies that work to manage high levels of occupational stress and burnout. Professionals in speech-language pathology may be experiencing high levels of burnout due to demanding workloads, limited time for paperwork/lesson planning and low salaries. Current research indicates that the main predictor of burnout is the SLP’s perception of their workload manageability(Marante, L. et. al., 2023). Workload refers to all activities required and performed by school-based SLPs such as providing face-to-face services, time spent performing activities that support students’ education programs, implementation of best practices and compliance with the Individuals with Disabilities Education Act (American Speech-Language-Hearing Association). Due to a decrease in workload manageability, SLPs are experiencing a lack of time for evidence-based implementation as well as collaboration (Lugo-V.A. et. al., 2022). This is leading SLPs to feel overextended and ineffective in the workplace. Through literature reviews and publicly available resources, a few evidence-based strategies have been identified to help manage/decrease occupational stress and burnout. Existing research suggests that engaging in advocacy in the workplace may help decrease burnout, engaging in yoga and/or meditation to improve overall health and career satisfaction through stress management and giving all SLPs access to mentors that will allow them to advocate for themselves by voicing their concerns, identifying stressors and addressing barriers in productive forums.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Discuss the contributing factors that are causing occupational stress and burnout in the field of speech-language pathology.
• List three personal factors that have been shown to help decrease the amount of burnout.
• State three evidence-based strategies that workplaces can use to manage/decrease burnout in their employees.

Intermediate | SLP-Educational Topic

Kaitlyn Turner, BS; Dee Telting, PhD, CCC-SLP, Faculty Advisor, from Missouri State University

Speech-language pathologists (SLPs) are integral members of the neonatal intensive care unit (NICU) team. The SLPs’ scope of practice in the NICU includes, but is not limited to, feeding, swallowing and education of infant feeding and swallowing (Spellman, 2019). Mothers of infants in the NICU have reported feeding care as being one of the greatest stressors during this time (Chourasia et al., 2013); similarly, up to 63 percent of mothers to preterm infants admitted to the NICU experience acute stress disorder (ASD) symptomology (Hynan & Hall, 2015). The purpose of this study is to examine what methods for providing parent education in the NICU, specifically regarding feeding, are most helpful. A brief survey has been conducted to identify the perceived helpfulness of structured versus unstructured education methods for NICU parents. The goal of this study is to decipher the best methods for educating NICU parents so that we can generate and utilize the most helpful resources.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Identify the methods of providing education that were perceived best by NICU parents.
• Differentiate between a structured and an unstructured method of education.
• Recall the importance of providing structured education to parents on how to feed their baby.

Intermediate | SLP-Educational Topic

Maria Dietrich, BS; Dan Salvucci, MEd, Faculty Advisor, from Fontbonne University

This session will provide a definition of Theory of Mind (ToM) and an overview of the factors of impact, assessment, and specific interventions for children with delayed development ToM. Typical development of ToM will be discussed. Based on existing research, the factors that may impact the delay of development of ToM in Deaf/Hard of Hearing (DHH) children will be addressed. Current assessments will be explained. The available interventions for delayed ToM will be summarized.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Define Theory of Mind (ToM).
• Identify factors that impact the delay of ToM in DHH children.
• Explain current assessments of ToM, specifically the false belief task and the ToM Scale.
• Assess various available interventions for delay of ToM in DHH children, specifically through bubble intervention.

Intermediate | SLP-Clinical Topic

Kate Parrish, BS Student; Elizabeth Kelley, PhD, CCC-SLP, Faculty Advisor, from University of Missouri

Language sample analysis (LSA) can provide important information about a child’s language abilities and inform intervention. However, speech-language pathologists (SLPs) report barriers to LSA use such as limited time, resources and training (Pavelko et al., 2016). The purpose of this study is to examine Sampling Utterances and Grammatical Analysis Revised or SUGAR (Pavelko and Owens, 2022), an LSA method. SUGAR was specifically designed to address common reasons LSA is not often used by SLPs. SUGAR has been proposed to be straightforward and efficient, taking only 21 minutes to collect, transcribe and analyze samples. Preschool language samples (n = 20) were transcribed using SUGAR and analyzed for MLUSUGAR, total number of words, words per sentence and clauses per sentence. Samples were also transcribed and analyzed in Computerized Language Analysis or CLAN (Macwhinney, 2023). Results will include comparisons between SUGAR and CLAN. The resources for SUGAR training and a report about the time required to train, transcribe and analyze samples using SUGAR will be shared.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Explain SUGAR and the different analyses it uses to describe language skills.
• Describe the training materials available and the amount of time required for SUGAR.
• Discuss the potential of SUGAR as a tool for SLPs.

Introductory | Multi-Interest

Abigail Schokley; Emily Ciesielski, PhD, CCC-SLP, Advisor, from University of Central Missouri

This scoping review highlights the effectiveness of integrating counseling techniques, such as mindfulness-based approaches, within speech-language pathology interventions for adolescents diagnosed with selective mutism. The research investigates the impact of this integration on various aspects, including communication anxiety, speech participation and the overall psychosocial well-being of the individuals. Through a comprehensive analysis of relevant literature, empirical studies and evidence-based practice, the abstract highlights the potential benefits and challenges associated with incorporating counseling techniques into speech-language pathology interventions for adolescents with selective mutism. The findings aim to contribute valuable insights as well as offer an understanding on the collaboration between the fields of speech-language pathology and counseling.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Distinguish and compare counseling in speech-language pathology therapy versus counseling in regular therapy.
• Identify what selective mutism is and how counseling can benefit individual’s communication anxiety, speech participation and overall psychosocial well-being.
• Define counseling techniques that potentially benefit or pose a challenge to individuals with selective mutism.
• Summarize the effectiveness of integrating counseling techniques for adolescents with selective mutism, as well as interpret whether or not the techniques are more beneficial or detrimental to these individuals.

Intermediate | SLP-Educational Topic

Emma Bundy, BA; Danielle Schneeman, MS, CCC-SLP, Faculty Advisor, from Fontbonne University

Introduction: Do the benefits of interprofessional practice outweigh the drawbacks in the setting of cancer rehabilitation? Cancer rehabilitation is a program that occurs before, during or after treatment to help individuals with cancer restore physical and emotional well-being. Interprofessional practice is a collaboration of different medical professionals on assessment and treatment that centers around the person and family. Given the complexity of patients with cancer, benefits to the speech-language pathology (SLP) provider and the patient exist and few drawbacks have been identified. We are looking to outline the benefits of interprofessional practice and its drawbacks in the setting of cancer rehabilitation. Method: A literature review was completed. Nine research articles were reviewed to identify the SLP role of cancer care teams, understand interprofessional practice in the setting of cancer rehabilitation, how interprofessional practice benefits both SLPs and patients and identify the drawbacks of this type of care. Results: Interprofessional practice in the setting of cancer care benefits the provider by creating a means of communication and shared responsibility, promoting empathy, preventing burnout and optimizing care strategies. The patient also benefits from a holistic plan, reduced time to treatment and improved outcomes. The drawbacks include factors related to cost and time. While drawbacks exist, the benefits of interprofessional practice for the provider and the patient appear to outweigh them in the setting of cancer care. It is believed these findings relate to cancer rehabilitation because SLPs are members of cancer care teams, and cancer rehabilitation occurs before, during and after treatment.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Define interprofessional practice.
• Define the role of the SLP in cancer rehabilitation.
• State the benefits of interprofessional practice for the SLP provider and patient in the setting of cancer rehabilitation.
• State the drawbacks of interprofessional practice in the setting of cancer rehabilitation.

Introductory | SLP-Clinical Topic

Caraline Brune, BS; Mattie Colbert, BS; Emmy Graver, BS; Lauren Haney, BS; Madelyn Johnson, BS; Emma Novack, BS; Autumn Stone, BS; Susan Fulton, AuD, CCC-A, Faculty Advisor; Jayanti Ray, PhD, CCC-SLP, Faculty Advisor, from Southeast Missouri State University

The American Speech-Language-Hearing Association (ASHA, n.d.) defines aphasia as, “An acquired neurogenic language disorder resulting from an injury to the brain, typically the left hemisphere, that affects the functioning of core elements of the language network.” While a multitude of evidence is available regarding aphasia management by caregivers, there is a noted gap in evidence regarding caregiver’s perspectives and knowledge of aphasia. The purpose of this qualitative study was to compare the knowledge and perspectives of caregivers of individuals with aphasia in rural and urban areas. Based on interviews with 14 caregivers living in rural and urban areas, the researchers aimed to determine how the differences in geographical locations and available resources influence the knowledge and perspectives of the caregivers. It was hypothesized that individuals from rural areas will have limited knowledge of aphasia due to the lack of available resources (e.g., physicians, speech-language pathologists, outpatient rehab facilities, transportation) when compared to individuals in urban areas. The interview data will be subjected to thematic analysis and results will be discussed considering current findings from the literature. The study might draw attention to the knowledge gap of rural caregivers and advocate for increased education and resources on aphasia in rural areas.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Describe caregivers’ overall knowledge of aphasia.
• Describe how caregivers’ perspectives of aphasia differ based on their residential setting in rural or urban areas.
• Describe caregivers’ perceptions of access and barriers to speech and language-related services for persons with aphasia.

Intermediate | SLP-Educational Topic

Riley Monteil, BA; Christina Loveless, MS, CCC-SLP, Faculty Advisor, from St. Louis University

An augmentative and alternative communication (AAC) group was formed in the summer of 2023 for young autistic adults within the Paul C. Reinert, S.J. Speech-Language Hearing Clinic at St. Louis University. The objective of this study was to increase understanding of how to incorporate the five areas of communicative competencies created by Light and McNaughton (2014) throughout a variety of tasks within a structured group session. The purpose of utilizing elements from these areas within therapy was to maximize overall communication skills for people having complex communication needs. The goals of providing therapy within this group setting incorporated the following: linguistic competency through vocabulary usage, operational competency through a motor planning activity, social competency through social interaction tasks and psychosocial competency through emotional reflection tasks and educating parents. The skills of each client were measured through the use of a Likert rating scale system for each area of communicative competency. Each client in the group received individual sessions (50 minutes) and group therapy (one hour) each week. Throughout the semester, client-caregiver education was given to carry-over into the clients’ everyday lives either during or post sessions. These findings are relevant to the field due to the need for continual improvement of quality of life within the area of communication across different contexts for adult autistic individuals and parents feeling defeated when skills are not being generalized.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Describe the importance of utilizing an AAC group therapy approach with young autistic adults exhibiting diverse complex abilities.
• Perform implementation strategies to use for the five areas of communicative competencies (i.e., operational, linguistic, strategic, social, psychosocial) throughout group activities that will enhance the skills of each AAC user.
• Identify carry-over strategies for parents to utilize outside of therapy to provide effective treatment outcomes.

Intermediate | SLP-Clinical Topic

Audrey May, BS; Yi-Fang Chiu, PhD, CCC-SLP, Faculty Advisor, from St. Louis University

Walking while talking is a commonly performed, yet cognitively demanding, multitask. Gait and extemporaneous speech each have distinct cognitive components and consequences for poor execution. Gait and speech often evidence varying levels of dual-task cost when performed concurrently, depending on the task complexity (Raffegeau et al., 2018). Parkinson’s disease (PD) is characterized by impairment in both gait and speech. Speech and language deficits in PD result from both motor and cognitive symptoms of the disease, and even mild speech impairment can have a negative effect on verbal communication (Smith & Caplan, 2018). This has implications regarding the ability of these individuals to participate in social situations and communication interactions. The purpose of this study was to investigate the effect of dual tasking on speech production in patients with PD. Participants completed several speech tasks in a single-task condition and two dual-task conditions varying in complexity. We used speech pauses to quantify the effect of dual tasking on speech.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• List characteristics associated with the motor speech profile of individuals with PD.
• Identify changes in speech pausing between individuals with PD and healthy older adults.
• Distinguish speech differences in single task versus complex dual task conditions.

Intermediate | SLP-Clinical Topic

Abby Nowakowski, BS; Saneta Thurmon, PhD, CCC-A/SLP, Faculty Advisor, from St. Louis University

Hearing loss may be defined as a partial or total inability to hear that negatively impacts multiple aspects of a person’s quality of life. The degree to which hearing loss impacts an individual’s life is variable. Some of the conditions that have been linked to untreated and undertreated adult-onset hearing loss are depression, social isolation, loneliness and poorer cognitive performance (Marinelli et al. 2022). Depending on the type of loss, cochlear implants can be used to repair some hearing. Cochlear implants are the most successful neural prosthesis, having restored the functional hearing of one million users globally as of 2022 (Fan-Gang Zeng, 2022). For adults with cochlear implants, having the ability to hear through their cochlear implant device does not always translate to being able to understand speech immediately. The purpose of this study is to examine the relationship between different objective factors and subjective reports of hearing on a survey for postlingual cochlear implant users. The design of this study is quantitative clinical research with post-lingual adult cochlear implant users. The survey used in this research project is the Speech, Spatial and Qualities of Hearing Scale (SSQ). Specifically, scores from the speech section of this assessment were analyzed. This study aims to better understand the relationship between scores on traditional audiometric tests and the patient’s perception of their hearing. Results and clinical implications pertaining to speech perception, word recognition and quality of life will be discussed.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Examine self-reported improvements about a patient’s hearings from their subjective reports.
• Compare the different speech hearing ratings pre- and post-aural rehabilitation therapy.
• List three personal factors that impact rankings on the SSQ.

Intermediate | Audiology

Helen Ratcliff; Elizabeth Roepke, PhD, CCC-SLP, from St. Louis University

Phonological processing is a strong predictor for reading ability in children (Roepke 2023). Many of the phonological processing tests have been designed for English-speaking monolingual children. In this poster, we present results of using various phonological processing assessments with Spanish-speaking children, and investigate correlation with reading ability.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• List phonological processing assessments.
• Describe considerations for assessing phonologcal processing in multilingual children.
• Describe how phonological processing relates to reading.

Introductory | Multicultural

Clarisa Whitener, University of Missouri; Laura Fernández García, University of Almería, Almería, Spain; Nicholas Smith, PhD, Faculty Advisor, University of Missouri

Dialogue between talkers is precisely timed. Talkers tend to minimize silent gaps and avoid overlap. This is also true of dialogue between mothers and children, which shows both developmental effects and temporal coordination across the dyad (Smith & McMurray, 2018; Smith, McDaniel, Ispa & McMurray, 2023). This coordination, early in development, suggests that the processes involved may be, to some degree, culturally universal. This study tests this idea by comparing the timing of mother-child dialogue in a group of English and Spanish-speaking (US immigrants) monolingual dyads. These, primarily low-socio-economic status (SES), dyads were participants in the Early Head Start Research and Evaluation Project (EHSREP). Trained coders marked the onset and offset of vocalizations in mother-child dialogue while dyads engaged in play interaction at 14 and 36 months of age. The goal of this analysis is to compare the latency of contingent responses for mothers and children across age and language groups. Our preliminary results suggest that mothers and children’s response latencies decrease with age (they responded more quickly to each other). Across language groups, the latency of maternal responses to children were similar in English and Spanish dyads at 36 months of age, but Spanish mothers tended to respond with longer and more variable latencies at 14 months of age. This suggests that some cultural differences may exist in mother-child interaction, but that these patterns may change with development.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Identify how English and Spanish-speaking mother-child dyads are similar in their dialogue timing.
• Identify how English and Spanish-speaking mother-child dyads differ in their dialogue timing.
• Identify how the dialogue timing between Spanish and English-speaking mother-child dyads changes with age.

Intermediate | Multicultural

Camryn Schlup; Nicholas Smith, PhD, Faculty Advisor, from University of Missouri

Turn-taking is an important, universal property of spoken language, in which talkers minimize silent gaps between turns, and avoid overlap. The capacity for turn-taking develops in infancy and may provide an important index and predictor of children’s language development. This study investigates the prevalence and latency distribution of temporal overlap in mother-child dialogue and its relation to children’s language abilities. Mother-child dialogue at 36 months of age was extracted from videos from the Early Head Start Research and Evaluation Project (EHSREP). The onset and offset of mother-child utterances were marked by human coders in Praat. Overlap consisted of utterances with onsets that preceded the offset of the conversational partner’s previous utterance. Children’s receptive vocabulary was measured using the PPVT-3. Our ongoing analyses are aimed at assessing the degree to which temporal overlap in language interaction is a positive or negative aspect of language input. Some degree of overlap may reflect responsive continuity of interaction (like relay runners passing a baton). In contrast, overlap may reflect more intrusive interruption and a lack of mutual, reciprocal coordination. This analysis will highlight the importance of interactive factors in the role of language input in children’s language development.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Describe the temporal properties of mother-child dialogue.
• Describe the prevalence of temporal overlap in mother-child dialogue.
• Describe the relation between temporal overlap and the development of children’s language ability.

Intermediate | SLP-Educational Topic

Anna Walley, BS; Kelly Zarifa, PhD, CCC-SLP, Faculty Advisor, from Fontbonne University

A literature review of six articles was completed from the years 2010 to 2021, about caregiver roles and aphasia. This poster aims to examine the associated challenges of becoming a caregiver and the importance of providing assistance to caregivers to address those challenges, as well as the efficacy of delivering informal caregiving support to individuals supporting those with aphasia. Caregivers of individuals with aphasia often take on new roles such as therapists, nurses, counselors and administrators and take on responsibilities that would usually be assigned to the other person in the relationship (Shafer et al., 2019). Taking on these new roles, while often creating a new appreciation for life and pride in their achievements, can also cause anxiety and depression (Gunawan & Iswara, 2021) (Hu et al., 2018). Providing caregivers with the necessary training and support throughout the recovery journey, while regarding them as active partners in the process, can alleviate the sense of caregivers experiencing the need to assume multiple roles. The research behind providing care to caregivers suggests that the importance of providing adequate support to these caregivers cannot be overstated, as it can alleviate their stress, enhance their coping mechanisms and ultimately enhance the overall well-being of the caregiver while promoting the comprehensive recovery of the stroke survivor (Winkler et al., 2014). Offering education, communication coaching and access to resources during the recovery journey can enhance the well-being of both the caregiver and the individual experiencing aphasia.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Articulate at least three specific challenges associated with assuming a caregiving role and explain the importance of the speech- language pathologists providing assistance to address those challenges.
• Identify how providing informal caregiving support to people caring for individuals with aphasia affects the overall health, well-being and aids in the recovery process of the person with aphasia.
• Name three benefits of providing support to individuals caring for persons with aphasia and define its significance for the caregiver’s overall health and well-being.

Introductory | SLP-Clinical Topic

Kelsie Nelson, BS; Kelly Zarifa, PhD, CCC-SLP, Faculty Advisor, from Fontbonne University

Abstract: It is a common characteristic for individuals with aphasia to avoid social interaction with others because of their communication deficits; however, social engagement is important for one’s cognitive abilities. Aphasia is an “acquired communication disability most commonly caused by a stroke” (U.S. Department of Health and Human Services, n.d). Aphasia can diminish one’s ability to understand language as well as verbally express it. A literature review was conducted to determine why social interaction is important for cognition and overall well-being in people with aphasia. People with aphasia perceive social participation with a different lens compared to those who do not have this disorder due to their communication difficulties. Some view it as tedious, unsatisfying and fatiguing; therefore, avoiding social events and becoming isolated. Individuals reported that they strive to have a sense of belonging again within their community, however; often felt isolated from others (Heuvel, 2016). Although participating in social events can be difficult, it can facilitate language and cognitive skills, as during socialization, different neurobiological pathways in the brain are being used, (Schwartz, 2020). This poster aims to examine how social interaction can benefit individuals with aphasia by strengthening their cognitive abilities, as well as providing suggestions on ways to increase one’s social participation. Ways to get involved in social engagements include joining a social group, whether in person or online, being active in the community, joining the Aphasia Recovery Connection organization and others will be identified.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• List three ways individuals with aphasia can get involved in social activities.
• Identify the challenges individuals with aphasia may encounter when engaging in social environments.
• Identify how social interaction can benefit one’s cognitive abilities in general.

Introductory | SLP-Clinical Topic

Taylor Siebert, BS; Madison Bixler, BS; Kiley Freesmeier, BS; Susan Fulton, PhD, CCC-A, Faculty Advisor, from Southeast Missouri State University

Otitis media (OM) is a common occurrence among children, as approximately 50 percent will experience one episode by two years of age (JAMA, 2020), unfortunately leading to temporary hearing loss which can impact speech-language development, academic success and behavior (Balbani and Montovani, 2003). Previous research has primarily focused on parental knowledge of OM risk factors, prevention methods and management strategies (Adeyemo, 2012; Plejdrup Hansen et al, 2015). More research is needed regarding parental knowledge of OM side effects, specifically the impact on speech and language. The purpose of the proposed research is to gather information regarding parental knowledge of OM and its impact on speech and language development. A qualitative research method was used to collect parental knowledge data through a survey targeting parents of young children. Findings will increase appropriate referrals for speech therapy and consider the need for increased awareness and education of OM for parents. Data collection is ongoing. Results and conclusions will be available at the time of the poster presentation.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Discuss parental knowledge of the impacts of OM on speech and language.
• Discuss parental knowledge of the impacts of OM on academic success and behavior.
• Identify areas of needed parental education addressing the impacts of OM on speech and language, academic success and behavior.

Intermediate | SLP-Clinical Topic

Whitney Johnson, BS; Kelly Zarifa, PhD, CCC-SLP, Faculty Advisor, from Fontbonne University

The connection between speech-language pathologists (SLPs) and their patients plays a critical role in determining the success of therapeutic outcomes. This critical relationship is often referred to as therapeutic alliance which is the interactional and relational processes operating during therapeutic interventions and therapy delivery (Lawton, et al., 2019). Within the therapeutic alliance, a fundamental component involves reaching consensus, fostering collaboration and jointly formulating goals. In parallel, person-centered care represents a collaborative approach to planning, delivering and assessing clinical services, rooted in the mutually beneficial partnership between those receiving care and the professionals involved (Baas, 2012). Two person-centered approaches that encompass the use of therapeutic alliance and can impact progress made in therapy include: Life-Participation Approach to Aphasia (LPAA) and the Montessori Approach for Dementia. An essential component to ensuring success of these approaches lies in effective communication with patients to enhance therapeutic alliance. Effective communication entails active listening, utilizing non-verbal communication and utilizing clear, concise language to aid in enabling their voices to make sure their needs are addressed (Ratna, 2019). Studies show that by combining therapeutic alliance, person-centered care and incorporating effective communication, speech therapy not only becomes more effective but also more meaningful to the patient, resulting in improved outcomes. This poster aims to explore the influence of therapeutic alliance, effective communication and two-person centered approaches on the progress of adult patients in speech-language pathology.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Explain therapeutic alliance and its significance in speech-language pathology.
• Identify key elements of effective communication by highlighting communication skills and strategies speech-language pathologists can use to help with building rapport and trust with patients.
• Discuss two-person centered approaches and how they impact progress made in speech-language therapy.

Introductory | SLP-Clinical Topic

Lauren Erdman, BS; Uma Soman, PhD, CCC-SLP, Faculty Advisor, from Fontbonne University

This poster aims to define emergent literacy, provide examples of home literacy experiences for preschool children and explore how these experiences influence their emerging literacy skills. This poster will further discuss strategies for parents to encourage their child’s literacy skill growth. Studies show that many kindergarten students begin school substantially behind their typically developing peers, and the disparity in academic performance continues to widen as they progress through school (Foster et al., 2017). Skills that are acquired in the early preschool years, often in the home, may be correlated with later literacy success. A literature review was completed of seven articles published between 1998 and 2023, from which findings indicated that although there are many different conceptualizations of the home literacy environment (Bigozzi et al., 2023, Burgess, 2011, Burgess et al., 2002), there is a consensus that literacy opportunities provided to preschool children at home play a role in their developing literacy skills, as well as later reading and writing success.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Define emergent literacy.
• Describe how early literacy experiences affect specific emergent literacy skills.
• Identify strategies for parents to encourage their preschool child’s literacy development.

Introductory | SLP-Clinical Topic

Abigail Wyant, BA; Amanda Eaton, PhD, CCC-SLP, Faculty Advisor, from Fontbonne University

Gestures are among the many strategies used by persons with aphasia (PWA) for functional communication. However, little is known about the use of American Sign Language (ASL) for PWA. This review examines the relationship between language comprehension and ASL, and the differences between iconic and non-iconic signs. Specifically, this presentation will summarize studies that have explored the relationship between iconicity and lexical processing. Clinical implications and future research will be discussed.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Differentiate between iconic signs and non-iconic signs.
• Identify the benefits of gesturing for PWA.
• Describe the relationship between iconicity in sign language to lexical processing in PWA.

Introductory | SLP-Clinical Topic

Allison Bermudes, BA; Dorie Noll, PhD, Faculty Advisor, from Fontbonne University

This poster presentation will provide a brief overview of the transition from Part C to Part B special education services and give school-based speech-language pathologists (SLPs) resources for supporting parents transitioning from early intervention (EI) services. When children access EI services, they may receive various therapy services and support from professionals in the context of their natural environment. However, once a child approaches the age of three, a transition period begins from an Individualized Family Service Plan (IFSP) to an Individualized Education Plan (IEP); if eligible, this shifts the focus from equipping the family to support their child’s development to supporting the student’s learning within the school and classroom environment. As a result of this shift, parents have reported varying negative perceptions of this process, such as IEP meetings being an emotional event, the creation of one-sided relationships with the professionals and feelings of depersonalization, to name a few. The purpose of this poster is to help provide practices/recommendations that the school-based SLP can utilize to support and build a balanced relationship with the student’s parents/caregivers following this transition.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Identify at least three reported difficulties parents encounter regarding the process of transition.
• Establish at least three practices a school-based SLP can implement to support and reduce reported difficulties parents experience during the transition.
• List at least three resources school-based SLPs can use to support parents during this transition process.

Introductory | SLP-Educational Topic

Jessica Branham, BS; Amanda Eaton, PhD, CCC-SLP, Faculty Advisor, from Fontbonne University

Aphasia can significantly impact the quality of life of not only the person with aphasia but also the care partner. With lack of knowledge and training the care partner may have little knowledge on how to support their loved one who just suffered a life-altering event that resulted in aphasia. This session will review the literature surrounding what care partner training is, the benefits of it and what the speech-language pathologist’s (SLP) role is in the training process. Resources for care partners will also be identified and discussed.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Describe what care partner training is.
• Identify the benefits of care partner training.
• Discuss the role of the SLP in training.
• Identify resources for care partners.

Intermediate | SLP-Educational Topic

Bailey Parker, BS; Ava Moxness, BS; Dee Telting, PhD, CCC-SLP, Faculty Advisor, from Missouri State University

Therapy is widely used to alter or improve the communication behaviors of individuals with aphasia.  The mindfulness therapeutic process aims to change behavior by improving the individual’s state of being and/or mind. State of being/mind behaviors can be emotional, physical, cognitive and communicative (Roth and Worthington 2021). This study specifically addressed the individual’s perception of the impact of mindfulness-based therapeutic practice on the individual’s state of being/mind and the implications for the field of speech-language pathology. Specifically for individuals with communication impairments, mindfulness practices may improve concentration, memory and attention during the therapeutic process and improve outcomes. This preliminary study focused on patients who are diagnosed with aphasia. Aphasia is a disorder that occurs when portions of the brain responsible for language are damaged. The purpose of this preliminary study was to determine if teaching a client with aphasia a meditative breathing mindfulness-based practice would positively improve their perception of their state of being/mind during the treatment session. Given this, breathwork exercises as a form of mindfulness-based practice were explored for their potential impacts. The participants were individuals who participate in an established aphasia therapy group program at MSU-SLHC. Two conditions were established (baseline and experimental). Participants were given a standardized mindfulness scale at baseline. The experimental condition included implementation of the mindfulness practice (breathing exercise). The experimental condition consisted of a pre-survey pertaining to the mindfulness practice and a post-mindfulness survey. Data was analyzed to determine if the mindfulness practice had an impact on the patients’ state of being as reported through the surveys.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• List three potential impacts of mindfulness-based practices.
• Perform a mindfulness breathing technique.
• Identify three potential communication deficits (e.g., fluency, attention, processing language) in individuals with aphasia.

Intermediate | SLP-Clinical Topic

Amelia McLain; Bonnie Slavych, PhD, CCC-SLP, Faculty Advisor, from Missouri State University

Speech-language pathologists (SLPs) provide services to seniors, ages 60 and above, who experience swallowing, speech, language, communication and/or cognition problems. As treatment concludes, the discharge process is initiated. This presentation will elucidate on community senior centers around the state of Missouri that offer beneficial resources. This presentation will also discuss the importance of these resources and how they can be implemented by SLPs during the discharge process as recommendations so that seniors may maintain levels of functioning.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Identify multiple organizations that provide senior health resources at no cost to the client/patient.
• Discuss current discharge practices reported by SLPs.
• Discuss the possible resources SLPs can recommend to seniors following discharge that can aid in maintenance of functioning and overall quality of life.

Introductory | SLP-Clinical Topic

Kaylee Huffman, BS; Libby Langer, BA; Dee Telting, PhD, CCC-SLP, Faculty Advisor, from Missouri State University

Emerging research has shown that increasing physical activity levels have positive effects on the overall prognosis for individuals diagnosed with Parkinson’s Disease (PD), a non-curable neurodegenerative disease. Aimed at improving the quality of life for those with PD, Rock Steady Boxing (RSB) is a research-backed exercise program that has reportedly improved participants’ non-motor and motor functions including cognition, social life, anxiety, physical strength, balance and coordination. The purpose of this study is to further examine the benefits of RSB by evaluating the correlation between participation in the program and perceived improvement in speech production. A survey was presented to the primary communication partners of eligible individuals who previously or currently were involved in the RSB program. Communication partners reported on their perceptions of change in speech production amongst RBS participants. Conclusions will be drawn on the implications of RSB on speech production to provide clinicians with evidence-based knowledge regarding supplementary therapy techniques.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Identify the benefits of the RSB program.
• Compare speech output levels of individuals before and after participation in the RSB program.
• Compare speech quality and loudness levels of individuals before and after participation in the RSB program.

Intermediate | SLP-Clinical Topic

Hailey McHenry, BS; Ashley Ernstmeyer, BS; Dee Telting, PhD, CCC-SLP, Faculty Advisor, from Missouri State University

Social interaction plays a critical role in the development of speech and language skills in children. Vygotsky’s Social Interactionist Theory (SIT) argues that language and cognition are developed through shared experiences with adults and peers. The COVID-19 pandemic resulted in a national emergency which began January 31, 2020, and persisted until May 11, 2023. The public health emergency caused the closure of schools, which immediately impacted how students, spanning from preschool to university, learned and socialized. The purpose of this study is to examine the impact the nationwide shutdown had on the development of speech and language skills in young school aged children in Springfield, Missouri. The incidence of referrals for speech and language delay in first grade students, pre and post COVID, was collected, analyzed and compared to the incidence of referrals for the school years of: 2019-2020 and 2022-2023. Implications of the change in the number of referrals for speech and language delay will be discussed. The goal of this study is to inform and to educate on the importance of socialization in a young child’s speech and language development.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Describe Vygotsky’s Social Interactionist Theory (SIT) that language and cognition are developed through shared experiences with adults and peers.
• Identify the incidence of pre-COVID versus post-COVID referrals for speech and language delay in Springfield, Missouri.
• Describe the impact the nationwide shutdown had on the speech and language development of school-age children.

Introductory | SLP-Educational Topic

Sydney VanDyke, BS; Maggie Pitsch; Bonnie Slavych, PhD, CCC-SLP, Faculty Advisor, from Missouri State University

The primary purpose of this study was to gather normative data on several phonatory aerodynamic measures obtained with the KayPENTAX Phonatory Aerodynamic System (PAS) Model 6600.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Identify the purpose of the KayPENTAX Phonatory Aerodynamic System (PAS) Model 6600.
• Identify normative trends in phonatory aerodynamic measures for adults.
• Describe airflow, pressure and other parameters related to speech and voice production.

Intermediate | SLP-Clinical Topic

Mollie Baer, BS; Jessica Hall, BS; Sophia Spence, BS; Samantha Washington, EdD, CCC-SLP, Faculty Advisor, from Southeast Missouri State University

Background: Autism spectrum disorder is a neurological and developmental condition that can impact a child’s pattern of behavior and social interactions. Social communication differences for children related to autism can include turn-taking, theory of mind, understanding figurative language and limited nonverbal conversational skills. Participation in social activities is often decreased as a result. Likewise, cultural beliefs and values can affect social interactions, behaviors and participation among communication partners. Expectations specific to culture can influence how autism is accepted, understood and interpreted in various communities. Previous research has investigated how autism impacts social interactions at home and school; however, limited research is available on the impact of autism on social interactions within respective cultural groups. Aims/purpose: The purpose of this research is to investigate how autism impacts social interactions and communication with parents, siblings, extended family and other members of the child’s respective culture. Accommodations may be made within the home based on traditions, beliefs, values and morals that will be individualized depending on the child’s culture. Methods: Researchers conducted a cross-cultural study using a Likert scale survey to investigate the impact of autism on social interactions. Researchers will conduct a quantitative analysis of all data collected through parent questionnaire. Caregivers of school-age children completed the online survey. Results: Data collection is ongoing. Results and conclusions will be available at the time of the poster presentation.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Define autism and related social communication differences.
• Compare caregiver perceptions of their child’s participation in social interactions across cultural groups.
• Discuss caregiver perceptions of their child’s participation in social interactions with various family members.

Intermediate | Multicultural

Caroline Trump, BS; Audrey Welhoff, BS; Dee Telting, PhD, CCC-SLP, Faculty Advisor, from Missouri State University

Accent modification for non-native English speakers is often conducted using a group treatment model. There is limited information regarding the perceptions of the participants in these groups on the effectiveness of these group therapy techniques. The purpose of this study is to collect information on the perceptions of the effectiveness of techniques used to conduct group accent modification sessions. We seek to do this by surveying clients currently enrolled in an accent modification group about their perceptions on the effectiveness of the techniques used to conduct group therapy to modify their accent while speaking English. The effectiveness of group therapy will be determined based on how well their expectations prior to the start of the treatment period were met when compared to their perceptions at the end of treatment. This will be measured by comparing data collected in a post-survey to data collected prior to the start of group therapy. By collecting information about their pre- and post-perceptions and expectations, we hope to delineate clinical decisions about the best strategies for conducting accent modification group therapy.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Describe what perceptions clients have on group accent modification treatment and strategies.
• Describe what clients think of current accent modification practices in relation to their pretreatment expectations.
• Identify how clinicians can improve group accent modification treatment to better fit the wants and needs of clients.

Introductory | SLP-Clinical Topic

Margaret “Maggie” Kolodziej, BS, Fontbonne University

The aim of this poster is to examine the biggest challenges with the usage of augmentative and alternative communication (AAC) devices in people with aphasia and provide strategies to help this population. A preliminary review of the existing literature provides information about the main issues in AAC usage post-aphasia diagnosis (American Speech-Language-Hearing Association, n.d.; Dietz et al., 2020; Rombough et al., 2006; Russo et al., 2017; Rogers et al., 2014). Three articles were selected for review with individuals who were diagnosed with aphasia and required an AAC device. It was found that a lack of early introduction of AAC strategies (Dietz et al., 2020), a lack of caregiver training/participation (Dietz et al., 2020; Rombough et al., 2006; Russo et al., 2017) and a lack of focus on AAC acceptance in the people with aphasia (PWA) life have a large impact on people with aphasia (Russo et al., 2017). The above are serious issues that need to be addressed in order for our patients with aphasia to have successful and meaningful communication experiences.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Explain the importance of identifying and treating the issues that arise with AAC usage in PWA.
• Identify three challenges with AAC usage in people with aphasia.
• Identify strategies that can aid PWA with their AAC devices and other communicative strategies.

Introductory | SLP-Clinical Topic

Anna Scheperle, BHS; Reagan Barnett, BHS; Nicholas Smith, PhD, Faculty Advisor, from University of Missouri

Mother-child dialogue is an important component of language input to children. Positive interaction is contingent in several ways. First, mothers and children coordinate the timing of their responses in ways that correspond to both development and the dyadic relationship (Smith & McMurray, 2018). Second, good interaction incorporates partners words and ideas in responses. Temporal and topic contingency are important but have not been examined in an integrated way. This study does this, examining mother-child dialogue from videos from the Early Head Start Research and Evaluation Project (EHSREP). At 36-months of age, mothers and children were recorded while engaged in play interactions. Maternal and child utterances were transcribed and coded using Praat. Dialogue timing analysis identified utterances that overlapped in time or occurred in close temporal proximity. Simultaneously, language content was analyzed using CLAN to extract the amount of linguistic overlap between mother and child utterances (the number of repeated words across conversational turns). Ongoing analyses are examining the degree to which temporal and linguistic overlap are correlated, to determine if mothers who show more temporal overlap also show more linguistic overlap. This project will provide important information about the linguistic and temporal properties of language input to children (what mothers are doing) and how these properties might promote language development and language outcomes in children.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Describe correlations between linguistic and temporal properties of mother-child dialogue.
• Identify and describe the properties and prevalence of temporal overlap in mother-child dialogue.
• Identify and describe the properties and prevalence of linguistic overlap in mother-child dialogue.

Intermediate | SLP-Educational Topic

Samantha Griesinger, BS; April Jardes, SLPD, CCC-SLP, Faculty Advisor, from University of Central Missouri

Speech-language pathologists (SLPs) are known to be experts in the areas of speech and language; however, SLPs also have in-depth education and training in the area of pediatric feeding disorders. Avoidant/Restrictive Food Intake Disorder (ARFID) is an on-the-rise diagnosed pediatric feeding disorder. ARFID is characterized by avoidance or restriction of food. Distinct from an eating disorder, ARFID is not motivated by shape or body image, allowing it to fall under the scope of practice for an SLP. Through evidence-based programs, SLPs’ contribution to the assessment and treatment of ARFID is essential for each individual diagnosed with ARFID. As a part of the multidisciplinary team, SLPs can provide essential intervention services that will ultimately benefit each client through their recovery process.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Define Avoidant/Restrictive Food Intake Disorder (ARFID).
• Describe the role of an SLP in ARFID assessment.
• Identify the role of an SLP in ARFID intervention.
• Recognize the importance of multidisciplinary intervention when it comes to assessing and treating ARFID.

Introductory | SLP-Clinical Topic

Madison McCully; Nicholas Smith, PhD, Faculty Advisor, from University of Missouri

Maternal sensitivity – the way the mother adapts her behavior contingently to the child’s needs – is an important element of early childhood experience and interaction. This study explores how differences in maternal sensitivity are related to differences in mother-child dialogue timing. To explore these relationships, in-home videos of mother-child dyads from the Early Head Start Research and Evaluation Project (EHSREP) were examined. On the basis of mother-child interaction in the three-bag task (Fuligni et al., 2013), EHSREP researchers scored each mother on a seven-point sensitivity scale as a part of a composite measurement of parental supportiveness. In our acoustical analyses of the dialogue, coders marked temporal boundaries of utterances using PRAAT. This allowed us to extract measures of mean latency (the average time between the end of a child’s utterance and the onset of the subsequent maternal utterance), latency variability (the standard deviation in maternal latency) and mother-child coordination (the degree to which the timing of the mother’s dialogue was correlated with the child’s timing). As hypothesized, ongoing analyses show that mothers with higher levels of maternal sensitivity respond more quickly (lower mean latency), and less variably (lower latency standard deviation), and that these effects are more pronounced at 14 months of age, than at 36 months. These results illustrate that global measures of maternal behavior predict differences in concrete measures of the child’s early language experience and input, and may help further predict individual differences in children’s language outcomes.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Describe the relation between maternal sensitivity and timing measures of mother-child dialogue.
• Describe how caregivers adapt their speech in response to their children.
• Identify different components of the maternal sensitivity measure.

Intermediate | Multi-Interest

Andrew Wunderlich, BS; Amanda Eaton, PhD, CCC-SLP, Faculty Advisor, from Fontbonne University

This presentation will provide an overview of aphasia, its symptoms, and effects on quality of life for people with aphasia (PWA) and their care partners. The discussion will expand on traditional speech-language therapy approaches and include various complimentary and integrative approaches targeting other aspects of PWA/caregiver experiences such a psychotherapy, creative therapies, nutrition, prescription medicine and other developing approaches and treatments. These methods will be summarized, and their efficacy analyzed and reviewed. The need for further research will be discussed.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Explain what aphasia is and current speech-language focused treatments.
• Identify available complimentary/holistic approaches to aphasia therapy for PWA, including caregiver supports.
• Distinguish between current and traditional speech-language therapy efficacy and current research on efficacy of combined approaches.

Introductory | SLP-Clinical Topic

Katherine Metzler; Nicholas Smith, PhD, Faculty Advisor, from University of Missouri

Dialogue is a complex interplay of linguistic and cognitive processes involving precise interpersonal timing to coordinate the turn-taking between talkers, which minimizes silent gaps and overlap. Despite a typical response latency of approximately 200 ms, the cognitive processes involved in formulating a response, including word choice and motor plan execution, often take much longer (Levinson, 2016). Children provide a unique lens for this exploration as their language processes are still developing. As children age, there is a notable reduction in response latency (Smith & McMurray, 2018), raising the question of what factors contribute to individual differences in latency. Are young children slower responders because they are less developed? This study explores an alternative possibility — that children’s response latencies are related to the processing demands of generating more complex speech. Using mother-child dialogue produced by 36-month-olds as part of the Early Head Start Research and Evaluation Project (EHSREP), the latency (in milliseconds) and the linguistic complexity (i.e., number of morphemes) of contingent responses for children and their mothers were coded using a combination of Praat and CLAN. For children, response latency was significantly predicted by the complexity of the utterance. Increasingly complex utterances took longer to produce (by 78 ms/morpheme). For their linguistically developed mothers, these slopes were more shallow (about 36 ms/morpheme). This suggests that slower child responses may reflect both linguistic immaturity and the demands of producing more complex language. This novel millisecond-per-morpheme measure may provide a real-time processing index of language development, and potentially language delay.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Describe how children’s response latency changes as a function of linguistic complexity.
• Identify differences in the timing of responses between mothers and children.
• Identify factors affecting dialogue response latency as children develop.

Intermediate | Multi-Interest

Kayt Thompson, BS; Kylee Zyung, BS; Misty Tilmon, EdD, CCC-SLP, Faculty Advisor, from Southeast Missouri State University

Poor oral care has been found to be a common issue in some long-term care facilities (Sifuentes, 2020). When proper oral care is not practiced, the risk of infections, tooth loss and swallowing problems can increase (Griffin et al., 2012). This can negatively affect a person’s well-being. Certified Nursing Assistants (CNA) can decrease the prevalence of poor oral care by providing support to residents. CNAs know about oral care, but not all practice proper oral care (Coleman & Watson, 2006). Increased awareness and knowledge about proper oral care can contribute to the reduction of poor oral care. The purpose of this study was to measure CNAs’ knowledge and perceptions about oral care. A pre/post survey design was used to measure knowledge and perceptions about oral care among CNAs in a long-term care facility. A pre-survey was completed by the CNAs before an educational session and implementation of an oral care protocol. After four weeks of implementing a structured routine oral care protocol, CNAs completed a post-survey to explore changes in knowledge regarding oral care for dependent, older adults. Results and conclusions will be available at the time of poster presentation.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Define the importance of proper oral care.
• Identify risk factors and medication associated with poor oral care.
• Describe proper tooth brushing and dental care.

Intermediate | SLP-Educational Topic

Kylie King, BA; Misty Tilmon, PhD, CCC-SLP, Faculty Advisor, from Southeast Missouri State University

Chewing, eating and social exchange are affected by oral care (Sheiham, 2005). Poor oral care can lead to altered chewing, malnutrition, toothaches, decay or total loss. It is associated with pain or discomfort, various diseases, increased hospitalizations, higher risks for pneumonia and poor quality of life (Weening-Verbree et al., 2017). Oral hygiene is important for maintaining oral health and sustaining or improving quality of life. Residents in long-term care facilities are often unable to perform routine oral care alone, and they are dependent on certified nursing staff or caregivers (Weening-Verbree et at., 2017). Previous studies (Urata et al., 2018, Weening-Verbree et al., 2017, and Wu et al., 2017) conducted on oral care in long-term care facilities have demonstrated a trend that oral care is fair, inadequate or not conducted. Therefore it would be beneficial to implement evidence-based oral care protocols in long-term care facilities to improve oral care and quality of life. The purpose of this study was to explore effects of implementation of a structured oral care protocol with residents in a long-term care facility. A structured oral care protocol was implemented, in which nursing staff provided oral care twice per day for four weeks. Prior to implementation of the protocol and following each week, residents were screened using the Oral Health Assessment Tool (OHAT) (Chambers, 2004). Outcomes regarding oral health care in long-term care facilities will be presented.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Identify potential consequences of long-term care facility residents not receiving oral health care.
• Identify risk factors of long-term care facility residents with poor oral hygiene.
• Identify the steps to an oral care protocol.

Intermediate | SLP-Educational Topic

Alysa Busteed, BS; Dorie Noll, PhD, Faculty Advisor, from Fontbonne University

In early childhood, children often do not have the language to express or understand their emotions. Children who are Deaf or hard of hearing (DHH) may also face challenges in their social and emotional development due to limited access to language. This poster will highlight the importance of incorporating social and emotional language intervention strategies in a variety of environments for children who are DHH. Recent literature suggests that teaching social and emotional language may aid in the development of Theory of Mind, emotional regulation, self-advocacy and social pragmatic communication. By addressing the importance of teaching social and emotional language to children who are DHH, this poster highlights the strategies caregivers, teachers and other professionals can implement to foster social and emotional development.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Explain the need for teaching language to support social and emotional development in children who are DHH.
• Teach appropriate social and emotional language through a variety of intervention strategies.
• Identify common signs of social and emotional language delay in early childhood.

Introductory | SLP-Educational Topic

Poppy Rost; Stephanie Knollhoff, PhD, CCC-SLP, Faculty Advisor, from University of Missouri

Speech-language pathologists (SLPs) collaborate with many other professions to help determine a patient’s diet; however, the exact role of an SLP in diet recommendations is often misunderstood by other professions. This can lead to miscommunications and decreased efficiency in collaborative patient care. SLPs also may be asked to act outside of their scope of practice due to misconceptions. This poster presentation aims to explore the SLP scope of practice and clinical role in recommending patient diets. This poster provides an analysis of decision-making factors and considerations when determining a patient’s diet, as well as a discussion over decisions SLPs make in contrast to decisions SLPs inform. The goal of this presentation is to better equip SLPs to inform other healthcare providers regarding our clinical role in recommending patient diets.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Differentiate between roles within and not within SLPs’ scope of practice in regard to diet recommendations.
• Recall examples of multidisciplinary collaboration related to a patient’s diet.
• Identify factors related to increased risk for adverse events related to aspiration.

Introductory | SLP-Clinical Topic

Laura Bailey, BS; Gregory Turner, PhD, CCC-SLP, Faculty Advisor, from University of Central Missouri

This presentation examines the critical factors that influence the success of treatments for pediatric patients with vocal nodules. Vocal nodules are pervasive among children, affecting millions globally and often leading to dysphonia (Al-Kadi, et al., 2022). This presentation focuses on crucial factors that determine the effectiveness of treatment for pediatric vocal nodule clients. To start, the presentation investigates the multifaceted nature of pediatric voice disorders, taking into account factors such as underlying etiology, severity and the potential impact on a child’s overall well-being (Tuzuner, at el., 2017). The role of voice therapy as a primary intervention is examined in this presentation. The presentation looks into existing literature, emphasizing current gaps in understanding treatment outcomes and highlighting the need for further research (Kodama, et al., 2021). It places significant emphasis on the role of consistent parental/guardian involvement and support throughout the treatment process (Sonbay, at el., 2021), recognizing its profound impact on a child’s adherence to therapeutic recommendations and overall success. There are several potential challenges associated with achieving a positive treatment outcome for the pediatric vocal nodule client population (Hseu, et al., 2023). This presentation will aim to include the main potential challenges impacting treatment success for this population, as well as possible solutions. The goal of this presentation is to provide a comprehensive overview of factors contributing to the success or limitations of treatment modalities for pediatric vocal nodule clients. By examining these key elements, the presentation aims to enrich clinicians’ understanding of how to optimize treatment strategies and improve long-term outcomes for pediatric vocal nodule clients.

Learner Outcomes: At the end of this presentation, attendees will be able to:

• Identify potential areas where further research is needed in the area of treatment outcomes for pediatric vocal nodule clients.
• Identify potential challenges and strategies to address those challenges associated with working with pediatric vocal nodule clients.
• Describe the impact of parental involvement in relation to the treatment success of pediatric vocal nodule clients.

Intermediate | SLP-Clinical Topic