Clinical Colloquium

The speech-language pathology clinical colloquium provides opportunities for graduate students to develop their presentation skills. The colloquium is a series of presentations each fall and spring semester. All students have an opportunity to develop a clinical or research presentation. Student also facilitate open discussions.

Academic Year 2015-2016

Presenter: Samantha Moody

This presentation discussed the process and effects of the Read, Ask Answer, Prompt (RAAP) Interactive Storybook Reading strategy on the ability of a non-verbal student to use multi symbol communication and turn taking via a high tech speech generating AAC device. Specifically, this presentation focused on the improved turn taking ability and successful generalization seen during this single subject research project.

Presenter: Megan Harrison

This presentation discussed the benefits of incorporating language enrichment activities to target expressive, receptive and pragmatic goals in the client's classroom setting; specifically the life skills setting. Language enrichment activities the steps necessary to implement structured activities to target a client's specific goals and objectives were reviewed. Appropriate storybook selection, sensory integration/play activities to promote carryover were explained.

Presenters: Orlando Hinojosa and Lucky Nwaozuru

The presenters discussed the lack of males in speech-language pathology, their implications, and how to move forward in the profession. The findings suggested a clear decline of males in both ASHA and speech-language pathology. A summary of three different studies was also presented to describe this decline throughout the years.

Presenter: Krysten Moffitt

This presenter discussed a functional approach activity being implemented in therapy with an adult with Down syndrome. The presenter discussed modeling strategies being used in therapy. The approaches are used in order to increase client’s expressive and receptive language while incorporating daily living skills.

Presenter: Jessica Mancha

The presenter discussed the use of a functional intervention approach towards a person with aphasia (PWA) titled Facilitating Authentic Conversation (FAC). The purpose of FAC is to improve socialization and communication with a PWA and their interactional partners. There are four specific strategies employed to create a therapeutic affect during conversation and those are: conversational contingencies, calibrating the use of corrections, positive conversational reactions, and bracketed critiques.

Presenters: Morgan Laird & Alyssa Parks

The presenters discussed Cues-Pause-Point procedure, which was designed to shape echolalia to become functional and appropriate in different social settings. There are 3 steps to the Cues-Pause-Points procedure. Step 1 prompts the client that silence is needed. Step 2 consists of a pause after a question is elicited. In Step 3 the clinician points to elicit the appropriate response. As the clinician moves through these steps, fading steps are incorporated to facilitate generalization.

Presenters: Caitlin Trahan and Caitlen Howington

Presenters discussed the steps a clinician would take when assessing a medically fragile nonverbal child by dividing it up into two sections: (1) authentic assessment, and (2) standardized assessments. Similarities and differences were discussed.

Presenters: Misty Banasik and Katherine LaFleur Tatum

Presenters discussed the aging voice and clinical implications. Prior treatment options focused on exercises that were difficult to follow and did not have good retention rates. Presenters discussed a modified technique of these exercises based on new research. A case study of client being treated for presbyphonia at the LU clinic was discussed.

Presenters: Enjoli Cole and Alexis Cable

Voice analysis includes auditory perceptual evaluation and acoustic analysis. Steady state phonation, spontaneous speech, and repetition of sentences are predominantly used. Commonly, during repetition, patients tend to imitate the clinicians’ intonation and pitch. This raises the questions: Do these samples reflect the patients’ comfortable levels of speech? Will the acoustic and perceptual measures be affected if the patient imitates the clinician? This presentation addressed these questions.

Presenters: Danielle Cavaretta and Mauri Reynolds

Visual schedules use a series of pictures to communicate a series of activities or the steps of a specific activity. They are often used to help children understand and manage the daily events in their lives. A daily visual schedule is a critical component in a structured environment. Schedules can take various forms such as photographs, drawings, symbols, and/or videos, and can be presented on paper or computer screens. This presentation included a discussion of visual schedules with a focus on types, benefits, and specific case examples.

Presenter: Carlissa Garcia

Pertinent information SLPs need to know when treating a child with a hearing impairment was discussed. An overview of hearing loss was presented and how it can impact the development of a child’s overall speech and language abilities, as well as their academics. SLPs must work together with an audiologist to determine the need of assistive technology, troubleshoot hearing devices, and create optimal listening environments. An overview of how to troubleshoot hearing devices during a speech therapy session was provided using the Ling-6 Sounds Test.

Presenters: Karina Trujillo and Nicole Frank

There are components of the Cycles Approach that are beneficial to children who are using multiple phonological processes and are thus unintelligible. In this presentation, a modified use of the Cycles Approach was discussed. A case study was used to describe implementation and client progress.

Presenter: Perla Villela Alvarez

The presenter provided the current definition of cluttering, assessment protocols, and therapy recommendations for cluttering. The presenter discussed current resources for people who clutter and the incidence of cluttering compared to stuttering.

Presenter: Rose Ndebee

This presentation focused on cultural differences in stuttering. Different cultural viewpoints in treatment and how speech-language pathologist can be culturally responsive were included. Cultural background contributes to a client’s perspective of their stuttering and impacts of treatment.

Presenter: Abigail Dueppen

The presenter discussed the role of a singing voice specialist (SLP) in the rehabilitation of certain voice disorders of the performing voice. Various genres of voice performance (singing) and the unique education and professional demands of a performing opera singer were included. A case study example of an operatic tenor was included.

Presenters: Hira Sarwar and Grace Richardson

This presentation discussed the role of SLP’s in providing accent modification services. Presenters discussed scope of practice and difference between intelligibility and comprehensibility. The presentation included the six factor model of ethical practices, characteristics of standard American English (SAE), suprasegmentals of SAE, and target populations. Presenters concluded with assessment protocols for evaluation of intelligibility, prosody, and phonology.

Presenter: Katherine Markey

This presentation focused on animal-assisted interventions for children with Autism Spectrum Disorder. Highlighted aspects include a definition of Autism Spectrum Disorder, score of practice for SLPs using animal-assisted interventions. Evidence and treatment approaches were presented.

Presenter: Michelle Cochran

The presentation focused on accent method, which is a four stage approach that integrates respiratory and phonatory function. Accent method may lead to reduction of hyperactivity and excess tension in the vocal apparatus and improved glottal aerodynamics. Supporting evidence, sample treatment plan, and limitation and concerns for clinician and patient were presented.

Presenters: Jessica Piatt and Shelley Turner

The presenters discussed their experiences with children with hearing loss at the Center for Hearing and Speech. Topics included the center’s history, therapy approaches for children with hearing loss, and and Project T.A.L.K. Auditory Verbal Therapy (AVT).