Using Computerized Language Analysis to Examine Linguistic Complexity & Vocabulary Diversity

This study investigates whether linguistic complexity (i.e., syntax (MLU, DSS, IPSyn) and vocabulary diversity (NDW, TTR, VocD) differ between speech samples (conversation vs. monologue) and conversation partners (clinician vs. parent) using computerized assessment. Speech samples from 45 typically developing children 2-4 years of age were included in this study. We hypothesize that linguistic complexity will be greater in the monologue than the conversation sample. We further hypothesize that the speech sample collected with the clinician will elicit greater syntactic complexity and vocabulary diversity. Results of this study will explain how language samples might differ based on context and conversation partner.

Katie Wallace graduated from Auburn University in 2023. She majored in Speech, Language, and Hearing Sciences and minored in Spanish. She was a member of the Speech, Neurophysiology, & Attitude Perceptions (SNAP) Lab and presented at the 2023 Auburn University Undergraduate Research Symposium. She applied for graduate school for Speech-Language Pathology.

Katelyn Gilson is a senior at Auburn majoring in Speech, Language, and Hearing Sciences and is an undergraduate research assistant in Auburn’s Speech, Neurophysiology, & Attitude Perceptions (SNAP) Lab. Katelyn was awarded an Undergraduate Research Fellowship and presented research at ASHA 2023. Katelyn has applied for graduate school in Speech-Language Pathology.

Meghan Stinnette graduated from Radford University with a B.S. in Communication Sciences and Disorders in 2022. At Radford, Meghan completed an undergraduate capstone project with the honors department and Dr. Millar on nonverbal communication and body language. Meghan is currently a graduate student studying Speech-Language Pathology at Auburn.

Assessment of Phonological Abilities in the Spontaneous Speech of Young Children Who Stutter

The current study examined phonological differences in the spontaneous speech of children who stutter and children who do not stutter between 2-4 years of age. We hypothesized that young children who stutter would have lower phonological abilities, as indexed by phonological mean length of utterance (PMLU) and proportion of whole-word proximity (PWP), than children who do not stutter. Each utterance produced by the child was transcribed (using IPA) in Phon computer software; linguistic complexity was calculated for each child to control for language ability. Results of the study will elaborate on linguistic theories related to stuttering.

Meghan Stinnette graduated from Radford University with a B.S. in Communication Sciences and Disorders in 2022. At Radford, Meghan completed an undergraduate capstone project with the honors department and Dr. Millar on nonverbal communication and body language. Meghan is currently a graduate student studying Speech-Language Pathology at Auburn.

Katelyn Gilson is a senior at Auburn majoring in Speech, Language, and Hearing Sciences and is an undergraduate research assistant in Auburn’s Speech, Neurophysiology, & Attitude Perceptions (SNAP) Lab. Katelyn was awarded an Undergraduate Research Fellowship and presented research at ASHA 2023. Katelyn has applied for graduate school in Speech-Language Pathology.

Katie Wallace graduated from Auburn University in 2023. She majored in Speech, Language, and Hearing Sciences and minored in Spanish. She was a member of the Speech, Neurophysiology, & Attitude Perceptions (SNAP) Lab and presented at the 2023 Auburn University Undergraduate Research Symposium. She applied for graduate school for Speech-Language Pathology.

The Impact of Dysphagia on Quality of Life: A Brief Overview

Patients with dysphagia often report significant impacts on quality of life. This brief overview of research presents information related to how various medical conditions may impact persons with dysphagia and quality of life differently, the specific factors related to dysphagia that impact quality of life, and modifications that may be made to improve quality of life for patients with dysphagia.

Caroline Kizer is a second year graduate student at Samford University where she also completed her undergraduate degree in communication disorders.

Faith Dyas is a second year graduate student at Samford University. Faith completed her undergraduate degree communication disorders at Auburn University.

Elizabeth Seethaler is a second year graduate student at Samford University. Elizabeth completed her undergraduate degree at the University of Alabama with a major in public relations and a minor in psychology.

Haleigh Deskins is a second year Master of Speech-Language Pathology student at Samford University from Birmingham, Alabama. She has completed two clinical placements in public schools, a clinical placement at the VA Hospital, and is currently finishing a clinical placement at Children's of Alabama. She is interested working with the pediatric population in the future.

Kaitlin Hennessey is a second year Master of Speech-Language Pathology student at Samford University from Birmingham, Alabama. She has completed two clinical placements in public schools and a clinical placement at The Bell Center. She is interested in working with the pediatric population in the future.

Kelly Jackson is an assistant professor in the CSDS department at Samford University. She received her BA in Communicative Disorders and Spanish and her MS in SLP from the University of Alabama. Kelly is a PhD in Health Sciences candidate at Northern Illinois University. She has worked in various settings and has provided services in both English and Spanish. Kelly’s research interests include bilingual service delivery, interprofessional collaboration, and clinical education.

Rhythm detection and timing in adults who stutter and those with ADHD

Research suggests that children who stutter (CWS) and adults who stutter (AWS) exhibit attenuated functional connectivity in rhythm-related areas of the brain (Chang et al., 2016). These are supported by behavioral findings that CWS exhibit poorer rhythm discrimination for both simple and complex rhythms (Wieland et al., 2015), while AWS exhibit poorer discrimination of complex rhythms only (Garnett et al., 2023). The current study examines rhythm discrimination in adults with/without a history of stuttering and/or ADHD because people with ADHD also exhibit reduced connectivity in rhythm-related areas of the brain. Findings may have impacts on theoretical models of stuttering.

Hope Hartley is an undergraduate student at Auburn University in the College of Liberal Arts studying Speech, Language, and Hearing Sciences. She is working closely with Dr. Gregory J. Spray in the Speech, Neurophysiology, and Attitude Perceptions Laboratory (SNAP Lab) to examine differences in rhythm perception in people who stutter. She is interested in stuttering and finding commonalities in people who stutter.

Patient, Caregiver, and SLP Perspectives on the Effectiveness of Aphasia Treatment: A Multiple Case Study

I designed this study to understand what an aphasia client is thinking and to discern a pattern or theme across different kinds of therapy and aphasia types. I want to determine whether those with aphasia believe that speech therapy will improve their quality of life while ensuring their confidence when speaking and allowing them to feel comfortable expressing themselves and attending social events, I want to learn if therapy will allow clients to obtain a job again (if wanted) and feel like themselves again. This research can contribute to future studies by giving a small look of perspectives of patients with aphasia, caregivers, and graduate speech clinicians view on how effective aphasias treatment feels. Retrieving qualitative data from the client with aphasia, the caregiver, and the graduate speech clinician will provide better insight into aphasia clients’ thoughts and feelings towards their progress and effectiveness of treatment along with perspectives of the caregivers and graduate speech clinicians.

My name is Sarah McCurry and I am currently a second year graduate student at Faulkner University in Montgomery! I have a strong passion for research and enjoying working with all ages but I am particularly interested in adults!

Co-occurrence of speech/language disorders and reading/writing disorders

Students referred for reading evaluations often have underlying speech and/or language disorders that may not have been previously diagnosed. Recognizing the presence of speech/language disorders is essential in order for clinicians to provide comprehensive and effective treatment. Reading intervention programs for students with co-occurring speech/language disorders may require increased focus on phonological awareness, sound/symbol correspondence knowledge, vocabulary development, and comprehension. Retention has often been used as a remediation tool for students who are not reading on grade -level. Early identification of students with co-occurring disorders is necessary to provide appropriate treatment in the primary grades.

Erin Carland is a senior at Samford University studying Communication Sciences and Disorders. She is  currently applying to graduate school to pursue a masters of Speech-Language Pathology and one day be a practicing clinician. Throughout her time as an undergraduate student at Samford University, I have had many experiences that have benefitted my learning greatly. Erin is a member of Samford’s chapter of NSSLHA and have had opportunities to volunteer alongside my peers and professors in many different settings.

Anna Rose Honea is a senior at Samford University from Tuscaloosa, Alabama. In addition to this study, Anna Rose has explored literacy through an internship with the nonprofit organization Alabama Game Changers. She has also worked as a lab coach for Spanish students, studied abroad in Spain, and completed summer jobs with various medical clinics in the Tuscaloosa area. Anna Rose is currently a double major in Communication Sciences and Disorders and Spanish with hopes to work as a speech therapist and a medical interpreter after graduate school.

Addie Kelley is a senior at Samford University from Macon, Georgia. She is currently earning her Bachelor of Science in Communication Sciences and Disorders. After graduation, she hopes to continue her education in graduate school and earn a Master of Science in Speech Language Pathology.

Hannah Kemp is a senior undergraduate student at Samford University from Oneonta, Alabama. She is currently pursuing a Bachelor’s of Science in Communication Sciences and Disorders with minors in Neuroscience and Psychology. After graduating, she plans to attend graduate school to pursue a Master’s degree in Speech-Language Pathology.

Audrey Vickers is a senior at Samford University studying Communication Sciences and Disorders. She is currently applying to graduate programs for Speech-Language Pathology; she is looking forward to furthering my education with the end goal to become a practicing clinician. Her undergraduate experience at Samford University has been filled with beneficial experiences related to Speech-Language Pathology such as membership in Samford’s chapter of NSSLHA and various volunteer opportunities at organizations across Birmingham.

Assessment of Stuttering Severity Using Weighted SLD

This study investigates stuttering frequency and severity in the spontaneous speech of 11 children aged 2-6 who stutter. In this study, Computerized Language ANalysis (CLAN) (MacWhinney, 2000) was used to calculate percentage of syllables stuttered and weighted stuttering-like disfluencies (weighted-SLD). We hypothesize that children who stutter will produce more disfluencies with clinicians than parents because of contextual factors. Additionally, we hypothesize that weighted-SLD will make the child’s overall severity score higher than traditional scoring methods. The results of this study will demonstrate alternative methods of stuttering assessment in preschool children.

Katelyn Gilson is a senior at Auburn majoring in Speech, Language, and Hearing Sciences and is an undergraduate research assistant in Auburn’s Speech, Neurophysiology, & Attitude Perceptions (SNAP) Lab. Katelyn was awarded an Undergraduate Research Fellowship and presented research at ASHA 2023. Katelyn has applied for graduate school in Speech-Language Pathology.

Katie Wallace graduated from Auburn University in 2023. She majored in Speech, Language, and Hearing Sciences and minored in Spanish. She was a member of the Speech, Neurophysiology, & Attitude Perceptions (SNAP) Lab and presented at the 2023 Auburn University Undergraduate Research Symposium. She applied for graduate school for Speech-Language Pathology.

Meghan Stinnette graduated from Radford University with a B.S. in Communication Sciences and Disorders in 2022. At Radford, Meghan completed an undergraduate capstone project with the honors department and Dr. Millar on nonverbal communication and body language. Meghan is currently a graduate student studying Speech-Language Pathology at Auburn.