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2018 Annual Convention Schedule: Poster Presentations
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Below you will find the 2018 FLASHA Poster Presentation schedule. 

Adaptation of the Conditioned Assessment of Speech Production (CASP) in Spanish

Presented By: Alliete Alfano, PhD, CCC-SLP, LSLS Cert, AVT, David Ertmer, PhD, CCC-SLP and Daniel Gonzalez, BA

The CASP­S is a Spanish adaptation of the Conditioned Assessment of Speech Production (Ertmer & Stoel­Gammon, 2008) that assesses vocal development in children with hearing loss between the ages of 18­-48 months. This adaptation was needed as the number of children with hearing loss from bilingual English­-Spanish or monolingual Spanish­-speaking homes continues to rise in the US. The adaptation to Spanish and validation of the Spanish segments in the CASP­S will be discussed.

Learning Objectives

  • Identify the components of the CASP­S
  • Describe how to administer the CASP­S
  • Identify the adaptations made to the original CASP

Speech and Vocabulary Acquisition in Bilingual Children with Hearing Loss

Presented By: Alliete Alfano, PhD, CCC-SLP, LSLS Cert, AVT, Lina Al Sayed, BS, Lauren Landera, BA Ailen Lucero, BA Liana Simms, BA

This poster presentation will provide insight into how monolingual and bilingual children with typical hearing (CTH) and children with hearing loss (CHL) compare in speech and vocabulary acquisition. Previous research has shown that speech and vocabulary development of first born CTH, high SES, and educational status are associated with increased expressive language development. There is scarcity in past research related to the acquisition of speech and vocabulary development in bilingual CHL. To add to the literature, researchers will gather data from the Language ENvironment Analysis (LENA) system, a digital recorder software device that measures the quality of spoken language in a child’s environment, in order to determine if a CHL’s environment along with other variables (socioeconomic status, number of consonants produced, AVA score, CVC, CTC, number of vocabulary words, number of adults in the house, birth order, and daycare), influence the amount of speech and vocabulary the child acquires.

Learning Objectives

  • Similarities and differences in speech and vocabulary development between bilingual children with hearing loss and bilingual children with typical hearing.
  • The correlation between the number of adult words spoken to bilingual children with hearing loss and the following variable: socioeconomic status, number of consonants produced, AVA score, CVC, CTC, number of vocabulary words, number of adults in the house, birth order, and daycare.

Comparing Perception of Voice in Patients with Parkinson‚ Disease and Their Caregivers

Presented By: Anne Blandford SLP.D CCC/SLP & Tambi Braun SLP.D CCC/SLP

This study examined the comparison of voice perception in individuals with Parkinson’s disease with the perception of impairment determined by caregivers. Findings of this study demonstrated no statistically significant difference in means between patient and caregiver response regarding voice perception in individuals with PD. A statistically significant correlation was found between the Voice Handicap Index and Voice-Related Quality Of Life indicating that as scores on the VHI increased so did the scores on the V-RQOL.

Learning Objectives

  • Discuss the use of self-perception measures in the evaluation of communication impairments in individuals with PD.
  • Explain the relationship between patient and caregiver perception of voice impairments in PD.
  • Describe the correlation between the voice handicap index and the voice-related quality of life when used to describe impairment in individuals with PD.


Linguistic Context Effects on Category Organization in Older Bilingual Adults

Presented By: Monica S. Hough, Ph.D., Giselle Valdes, M.S., Farrah Frazier, M.S., Janell Jordi, M.S., Melissa Bouverie, M.S.

This study examined the effects of linguistic context on category organization in older bilingual adults. Specifically, the researchers examined how twenty bilingual adults utilized linguistic context in processing category examples for both ad hoc and common categories, comparing their performance in English versus Spanish. There was no significant difference in proficiency between the two languages as measured by the Bilingual English-Spanish Assessment (BESA). The participants were provided with exemplars for the two category types , half with and half without linguistic context. Participants were asked to identify the label of the category for the examples. Results revealed that there was no significant difference in overall performance on the categorization task between English and Spanish. This finding was evident regardless of category type. Participants showed the expected significant difference in performance on common versus ad hoc categories, with overall accuracy higher for common categories, regardless of language.

Learning Objectives

  • Participants will identify the difference between ad hoc and common categories.
  • Participants will understand how linguistic context enhances realization of language.

An Assistive Communication Initiative for Ventilated Patients: A Case Study

Presented By: Christina Lin, M.A., CCC-SLP CBIS, Heather Cappel, M.A., CCC-SLP CBIS, Courtney Prevatt, MOTR/L, ATP

Studies show that mechanically ventilated patients have high levels of anxiety and distress due to being unable to verbally communicate. The rehabilitation team sought to increase access to these tools for patients at Orlando Regional Medical Center. The team obtained a Christopher and Dana Reeve Foundation grant for purchase of a Tobii Dynavox device. This is a speech-generating device that can be controlled through eye gaze for purposes of verbal communication. Methods/Approach: The patient was a 46 year old male who sustained a gunshot wound resulting in quadriplegia at a functional level of C5-C6. He was ventilator dependent requiring a tracheostomy. A speech-language pathologist introduced the Tobii Dynavox device to provide him with an alternate method of communication. Measures: A speech-language pathologist completed both pre- and post-assessments to evaluate the assistive technology intervention. Results: Prior to using the device, the patient was only able to communicate through mouthing. Intelligibility was poor (25%) and limited to yes/no questions. With the device, he was able to communicate his primary concerns related to his medical care, indicate his emotions, and participate in music therapy. Conclusion: Patient-centered care can be achieved by expanding current access to assistive communication tools for mechanically ventilated patients.

Learning Objectives

  • Participants will be able to describe the impact of mechanical ventilation and resulting poor verbal communication on critical care patients.
  • Participants will be able to describe the components of this assistive communication initiative implemented in the critical care setting.
  • Participants will be able to discuss pre- and post-assessment results of an assistive communication intervention for a ventilated patient.

The effects of an online GoTalk 4+ training for graduate students on their self-efficacy skills.

Presented By: Dr. Mariateresa H. MuNoz

A quantitative research design using a pre-test and post-test questionnaire evaluated the effectiveness of an online GoTalk 4+ training for graduate students on their learning outcomes. A PowerPoint (PPT) online-narrated presentation was developed for the training. The learning outcomes were measured using an adaptation of the Augmentative and Alternative Communication-Knowledge, Self-efficacy, and Attitudinal Scale (AAC-KSA) (Muñoz, 2017), and analyzed using the Predictive Analytics Software (PASW) and Microsoft Excel 2016 Spreadsheet Software. The knowledge segment of this instrument was valid and reliable (Cronbach alpha = .789). The instrument used 15-items to measure the dependent variable. Fifty-four out of 125 graduate students (43.20%) served as respondents. These students completed the pre-test questionnaire, followed by the training, and subsequently, completed a post-test questionnaire. Findings indicated that the graduate students’ knowledge, significantly increased after completing the training, mean (M) = -4.333. Future research should investigate the impact of this training on their self-efficacy skills.

Learning Objectives

  • The participants will learn about the Gotalk 4+ features and the benefits of using it with beginning communicators.
  • The participants will learn the effect of an online Gotalk4+ training for SLP graduate student clinicians on their learning outcomes.
  • The participants will learn about the Augmentative and Alternative Communication-Knowledge, Self-efficacy, and Attitudinal Scale (Muñoz, 2017).


Which Phonological Processes Show the Most Improvement After Accent Modification for Late Spanish-English Bilinguals?

Featuring Stephanie Howery

A group of 10 late Spanish-English bilingual speakers were treated for accent modification over seven weeks, half of them targeting expected phonological processes and half targeting articulation/single segments. Analysis revealed that final consonant deletion, epenthesis, and cluster reduction improved the most. We discuss results further to explore why these processes alleviate first and how this contributes to clinical treatment.

Learning Objectives

  • After completing this activity, participants will be able to identify the processes to alleviate first in accent reduction therapy for late Spanish-English bilinguals.
  • After completing this activity, participants will be able to discuss the improved atypical processes found in late Spanish-English bilinguals and postulate as to why they improved.
  • After completing this activity, participants will be able to explain the clinical significance of the improved typical and atypical phonological processes of late Spanish-English bilinguals in accent reduction therapy.


Fluency-Inducing Strategies Used By Monolingual English and Spanish-English Bilingual People Who Stutter: A Comparison of Themes

Presented By: Christina Rodriguez, B.A., SLP-A, Lisette Gonzalez, B.A., SLP-A, Lauren Lopez, B.A., SLP-A, Melissa Rocha, B.A., SLP-A, and Angela Medina, PhD, CCC-SLP.

The current study analyzes and compares the self-reported fluency-inducing strategies used by 22 monolingual English speaking people who stutter (PWS) and 20 Spanish-English bilingual PWS. A qualitative design was adopted for the collection of data and the thematic analysis of participants’ open-ended and multiple choice responses to an anonymous online survey. Preliminary results reveal similarities in reported strategy usage across the two groups, such as integrated clinical techniques and breathing as an anticipatory strategy. While monolingual participants reported using word substitution as a strategy, bilinguals reported using code-switching to mitigate stuttering on particular words or sounds. Implications include the need for SLPs to be knowledgeable of the linguistic features of bilinguals’ languages and their stuttering patterns as well as SLPs’ consideration of clients’ use of non-clinical strategies to mitigate stuttering.

Learning Objectives

  • Analyze the differences between fluency inducing strategies used by monolingual and bilingual people who stutter.
  • Understand the role conversational partners play in the participants’ reported use of strategies.
  • Identify the clinical strategies that monolingual and bilingual participants reported using.

 

The Effects of Gestures on Language Development of Preschool Children

Featuring Christina Perez, B.S.

This systematic review of relevant literature examines the effect of gestures on the language development of preschool children. Main search parameters of the review were gestures, language development, and preschool children. The results demonstrate the positive effect of gestures on the language development of preschool children. 

Learning Objectives

  • Explain the benefits and roles of gestures in language development.
  • Discuss their clinical experience on using gestures to increase expressive language.
  • Describe the different uses of gestures when applied to therapy. 

Assessment & Rehab in Bilingual Aphasia

Featuring Robin Edge, Marco Garcia, and Daniel Furnas

Further research is needed to better equip speech-language pathologists (SLPs) who treat
bilingual and diverse populations. Current surveys on SLPs and their perceived skillsets
highlight the need for training and attention. Improved resources for SLPs, including access to culturally appropriate materials, could prepare clinicians to better serve these patients.

Learning Objectives

  • To learn what constitutes a bilingual or multilingual person and the different manners of language acquisition.
  • To learn about current state of bilingual aphasia therapy research and where focus is needed.
  • To learn about the perception of current SLPs treating bilingual and culturally diverse clients, as well as the importance of a thorough case history of their language acquisition and use.

The Effects of Mindfulness Training on Graduate Level Speech-Language Pathology Interns

Featuring Jean Mead, Rebecca Deschner, Milena Zambrana, Jennifer Herzbrun, Emanuel Iglesias

The purpose of the talk is to discuss the impact of mindfulness training on graduate SLP students. The aim of this project was to teach the students strategies to help them handle the rigor and stress related to the graduate program, especially the clinical component and ultimately facilitate their overall well-being. Forty-one students participated in the 8-week mindfulness training program which included weekly group meditation sessions plus mindfulness tasks to be completed across the week. A pre and post-test was administered to the participants to determine if the training had an impact on their ability to cope with the perceived stress of graduate school. Results of the study and tips and strategies for coping with stress will be presented.

 Learning Objectives

  •  Describe the components of the eight-week meditation training
  •  Explain the impact meditation training had on the interns
  •  Describe results of the pre and post test