Master of Arts, Miami University, 2021, Speech Pathology and Audiology

Thousands of technological apps have emerged in the past decade. Little research has been done to examine how apps are used by speech-language pathologists (SLPs), their effectiveness, and feelings regarding their use. SLPs must consider current research as a principle of evidenced-based practice when integrating technology into speech and language service delivery. The current study investigates SLPs pattern of app use and feelings towards their use in a school setting. This study aims to uncover correlations between app use and these feelings, as well as considerations made by SLPs prior to implementing apps in their sessions. A survey was distributed to school-based SLPs in Ohio, yielding 69 valid responses. Results showed 77% of SLPs reported using apps in their treatment sessions. SLPs reported generally positive feelings regarding the use of apps. SLPs considered factors such as age, cognitive ability, and disorder of the students with whom they are using apps. For the SLPs who reported not using apps, the most common reasons were personal preference and price. Results of this study carry clinical implications for evidence-based practice as the age of technology continues to develop. These results warrant future research on the efficacy and effectiveness of apps in school settings.

Committee: Arnold Olszewski Ph.D., CCC-SLP (Advisor); Amber Franklin Ph.D., CCC-SLP (Committee Member); Gerard Poll Ph.D., CCC-SLP (Committee Member) Subjects: Speech Therapy

PhD, University of Cincinnati, 2016, Allied Health Sciences: Communication Sciences and Disorders

Many English language learners (ELL) show a significant vocabulary gap when compared to their monolingual peers. Due to this, many of these children are at risk of not being able to meet academic standards. To ameliorate this vocabulary gap, bilingual instruction has been recommended as an alternative English-only instruction in order to promote second language learning and specifically bilingual vocabulary acquisition. Professionals who are fluent in more than one language commonly administer these bilingual interventions. However, the number of bilingual professionals who can provide bilingual instruction to ELL children is limited, and many children miss the benefits of this type of instruction. The purpose of this research is to determine the effectiveness of using the first language (L1), specifically Spanish, with an online text-to-speech computer program used by a monolingual clinician to enhance vocabulary growth in both the L1 and second language (L2) of children who are ELLs. Forty-three Spanish-speaking preschoolers in English-only-instruction-classrooms were randomly assigned to one of three-conditions addressing vocabulary and definition: (a) Spanish- English intervention (SEI, n=14) using text-to-speech for supplemental translation into Spanish; (b) English-only intervention (EI, n=14); and (c) Control (n=15). In SEI and EI, a monolingual speaker of English provided intervention that taught vocabulary and definition. The clinician in the SEI group used text-to-speech technology (TTS) to deliver translations of the target words and definitions. All children were tested for expressive knowledge of the vocabulary targets and definitions before intervention, after intervention, and six weeks post intervention. The SEI and EI groups showed significantly greater gains in English naming when compared to the control group. The SEI group showed significantly greater gains in English definitions when compared to the control group. The SEI group showed (open full item for complete abstract)

Committee: Nancy Creaghead Ph.D. (Committee Chair); Sandra Combs Ph.D. (Committee Member); Ying Guo Ph.D. (Committee Member); Lesley Raisor Ph.D. (Committee Member); Karla Washington Ph.D. (Committee Member) Subjects: Speech Therapy

Master of Arts (MA), Wright State University, 2011, Applied Behavioral Science: Criminal Justice and Social Problems

Since 2008, the Deaf Off Drugs and Alcohol (DODA) Program has provided culturally appropriate cessation and recovery support services via e-therapy to Deaf/HH individuals with a clinically diagnosed substance use disorder (SUD). The information collected by the DODA program presented an opportunity to study the relationship between delayed language acquisition and suicidal ideation and attempts in a population that has historically been understudied, yet has increased prevalence in both suicidal behavior and significantly delayed language acquisition compared to the general population. Of the 107 prelingually Deaf consumers in the program, 18 reported language acquisition later than age ten. This study proposed that manifestations of this delay may contribute to known risk factors for suicidal behavior as well as adaptive communication in the form of suicidal gestures and parasuicide. As hypothesized, the lifetime prevalence of suicide attempts increased with substance use disorder or mental illness. Suicide attempts were also higher in this sample than studies suggest with comorbidity of substance use disorder and co-occurring mental illness. Each of these factors was amplified among those participants with significantly delayed language acquisition. Although caution should be exercised when comparing these results with the hearing population, they underscore the need for increased attention and further inquiry.

Committee: David Orenstein PhD (Committee Chair); Julie Williams PsyD (Committee Member); Karen Lahm PhD (Committee Member); Dennis Moore EdD (Committee Member) Subjects: Behavioral Sciences

PhD, University of Cincinnati, 2007, Allied Health Sciences : Communication Science and Disorders

This case study documented the roles and routines of a speech-language pathologist (SLP) as a collaborative partner in an inclusive model. This study implemented a cultural-historical-activity theory framework. Specific aims were to describe: 1) The therapy lesson routine; 2) The instructional discourse used by the SLP, special educator, and regular educator; 3) The SLP's role. Transcripts from participant-observation and interviews were coded using Lofland's and Lofland's (1984) macro-categories. The therapy lesson routine consisted of four steps: 1) planning; 2) implementation; 3) assessment; and 4) debriefing. Results from the instructional discourse coding revealed five collaboration sequences that: 1) changed the focus and flow of the therapy lesson; 2) were addressed solely to adults; and 3) transpired in front of the students. The SLP had a total of 18 roles across the areas of planning, implementation, assessment, debriefing, and collaboration. Practical implications and future research related to collaboration skills are discussed.

Committee: Dr. Nancy Creaghead (Advisor) Subjects:

Master of Arts, Miami University, 2007, Speech Pathology and Audiology

The purpose of this study was to obtain information on parent perspectives on the speech and language services their children with autism receive in schools. Fifty-five parents of children with autism spectrum disorder completed a survey containing items concerning parental feelings regarding therapy options, IEP meetings, and speech-language pathologist (SLP) behaviors. Results suggested parents are satisfied with the speech and language services provided to their children with autism in five public school districts in southeastern Ohio. Results indicated significant correlation between parent feelings toward therapy and attitudes toward SLP attributes as well as between parent feelings toward IEP meetings and attitudes toward SLP attributes. Limitations of the study, future research, and clinical implications are discussed.

Committee: Laura Kelly (Advisor) Subjects: Health Sciences, Speech Pathology

Doctor of Philosophy, The Ohio State University, 2013, Speech and Hearing Science

An estimated 1.4 million children with LI receive speech-language therapy from SLPs in the public schools to mitigate the negative effects associated with LI. Much research has been conducted investigating the nature of LI as well as discrete aspects of intervention that may influence language gain. However, very little information exists specific to speech-language therapy in the public schools. As such, the current study had two primary aims: (a) to characterize speech-language therapy for children with LI, and (b) to determine the extent to which identified features of speech-language therapy predicted language gain over an academic year for children with LI. Detailed information was collected for 233 kindergarten, first, and second-grade children with LI who were receiving therapy from 73 SLPs in the public schools. SLPs chronicled discrete features of therapy for each of 10,819 therapy sessions experienced by these 233 participants in a business-as-usual framework. Additionally, SLPs video-taped five therapy sessions for each participating child; two video tapes were coded for the current study. Comprehensive descriptive analyses, latent profile analyses, exploratory factor analyses, and multiple regression models were used to address the study aims. Findings from the current study inform theory, practice, and research for the field of speech-language pathology. Theoretically, study findings suggest that language therapy is beneficial to children with LI from a public service as well as a clinical perspective. Children experienced average to high levels of emotional quality that may support children's feelings of support at school. Additionally, children in the current study made more than half of a standard deviation of gain over the academic year. However, some children made substantially more gains than others over an academic year, suggesting that therapy may have differential effects on children with LI. Additionally, therapy is theoretically (open full item for complete abstract)

Committee: Laura Justice (Advisor); Ann O'Connell (Committee Member); Richard Lomax (Committee Member); Monique Mills (Committee Member) Subjects: Speech Therapy

Master of Arts, Miami University, 2025, Speech-Language Pathology

The "gap year" is a period in which students take time off school or professional pursuits, often in the context of their ongoing career development. This study explores the experiences of students who take a gap period between their undergraduate and graduate programs in Communication Sciences and Disorders (CSD). Motivations for taking a gap period vary, including seeking respite from academia, addressing financial concerns, or gaining personal growth. This research aims to analyze the perceptions and experiences of students who participated in a gap period, examining both elective and non-elective breaks from formal education. Through a mixed, qualitative and quantitative data analysis, the study reveals that regardless of whether the gap period was chosen voluntarily, all participants recognized valuable benefits, such as personal development, realignment, and clearer career direction. The findings underscore the positive impact of time away from academia on students' broader professional trajectories in CSD. While the study does not assess the full extent of students who do not return to their academic programs after a gap period, it highlights the growth and benefits experienced by those who do re-enter. Ultimately, this research emphasizes the importance of understanding gap periods as a significant period of transition and development, contributing to academic and professional success in CSD.

Committee: Amber Franklin (Advisor); Arnold Olszewski (Committee Member); Aaron Shield (Committee Member) Subjects: Audiology; Communication; Education; Health; Health Care; Health Sciences; Higher Education; Higher Education Administration; Speech Therapy

Bachelor of Science (BS), Ohio University, 2024, Communication Sciences and Disorders

Past research suggests that exposure shapes careers in speech-language pathology and related healthcare fields including occupational therapy and nursing. With the growing demand for professionals in speech-language pathology (SLP) and the lack of understanding in stakeholder perspectives, there needs to be more research surrounding the impact of experiences in SLP on career choices. This study investigates the influence of current and previous experiences of university students in SLP on their career choices. Participants completed an online questionnaire to assess their experience with SLP and the extent to which this experience influenced their career paths. Among 160 respondents, 44% reported receiving SLP services themselves. Fifteen of these participants who had received services completed a follow-up semi-structured interview. The interviews revealed several themes regarding the perspectives of the services received and the impact of SLP experiences on their career choices. Themes were developed surrounding the influences of confidence, comfortable learning environment, family support, and peer judgements. In terms of career decision, individuals' motivation to reciprocate, their career qualities being shaped, and career perspectives varied throughout interviewees. These findings are discussed in the context within the ecological perspective and the existing evidence base. Implications for practice and future research directions are also explored.

Committee: Joann P. Benigno (Advisor) Subjects: Speech Therapy

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2024, Communication Disorders

Aphasia groups are a popular and effective rehabilitation approach to improve people with aphasias' (PWA) communication and psychosocial health. While current evidence supports the efficacy of aphasia groups, we have minimal insight on the factors that lead to the measured benefits. Recent research exploring the proceedings of aphasia groups and the features that lead to success have produced useful insights; however, they have reflected the perspectives of researchers rather than those who are directly involved in aphasia groups. In the current project we centered the experiences and perspectives of community members by interviewing 5 people with severe aphasia who have attended an aphasia group and 13 experienced facilitators. For participants with severe aphasia, we focused on their ideas regarding how aphasia groups should function with a specific focus on aspects that relate to meeting their needs given the severity of their aphasia. We also focused on facilitators' insights on the ideal aphasia group environment, ideal resources, and contributions of facilitators and group members to interaction during groups. We analyzed participant's insights using qualitative content analysis. We presented these findings across three papers, each with a set of primary categories, tertiary categories, and subcategories. Facilitators described ways to create a comfortable and supportive space for communication and group participation with tools and materials that address the varied group member needs. Facilitators' ideas regarding the materials and tools were largely tied into their insights on interaction in aphasia groups where they described how they and members with aphasia worked to prevent or address communication challenges in the group that arose as a result of aphasia. Insights from the participants with severe aphasia captured the importance of the group makeup, the materials and tools for supporting communication, as well as collaborative and supportive featu (open full item for complete abstract)

Committee: Brent Archer Ph.D. (Committee Chair); Megan Rancier Ph.D. (Committee Member); Jason Whitfield Ph.D. (Committee Member); Siva Santhanam Ph.D. (Committee Member) Subjects: Speech Therapy

Master of Science (MS), Bowling Green State University, 2023, Communication Disorders

Dysphagia, or difficulty swallowing, is a common consequence of head and neck cancer (HNC) and its associated treatments. Speech-language pathologists (SLPs) often play an integral role in the rehabilitation of swallowing difficulties for people with HNC. In clinical speech pathology, it is of utmost importance to base treatment decisions on high-quality evidence. One key tenant of evidence-based practice that is often overlooked is the client perspective. To date, limited research has explored the perspectives of individuals with HNC who have received treatment for dysphagia, especially HNC survivors living in the United States (U.S.). To close this gap, the aim of this project is to establish an increased comprehension of the perspectives of individuals with HNC who have been treated for dysphagia. Specifically, the project explores participant perceptions of which elements of dysphagia care led to positive clinical experiences and which elements created barriers to positive experiences. Six individuals participated in individual, semi-structured interviews to share their experiences with HNC and dysphagia treatment. Using interpretative phenomenological analysis, the interview data were coded and analyzed. A set of themes emerged from the recurrent and substantiated ideas within the data. The ability to participate in dysphagia therapy was limited by the physical effects of cancer treatments. Swallowing difficulties caused the participants to experience psychological and emotional reactions. Participants revealed that they had no concerns with accessing treatment financially. However, several individuals were not provided with a speech therapy referral until significant swallowing difficulties developed. Generally, the participants found value in their dysphagia treatments and faced no difficulty accessing speech therapy once they were referred. Future research directions and clinical implications were provided to improve patient-centered care for individuals wit (open full item for complete abstract)

Committee: Brent Archer Ph.D., CCC-SLP (Advisor); Colleen Fitzgerald Ph.D., CCC-SLP (Committee Member) Subjects: Speech Therapy

Master of Science (MS), Bowling Green State University, 2022, Communication Disorders

The purpose of this research was to examine speech-language pathology (SLP) master's students perceived preparedness and confidence to work with AAC users. Research questions addressed types and number of experiences with AAC, and SLP graduate students' perceived preparedness and confidence to work with AAC users, and the relations between these. Graduate students currently enrolled in accredited master's programs were recruited to participate in this study. Of the 731 respondents who completed the survey, 726 met inclusion criteria. The survey solicited information about respondents' demographics, AAC training and coursework descriptions, AAC clinical experience descriptions, and their confidence and preparedness to work with AAC users after graduation. Analyses revealed statistically significant relationships between types and number of types of training experiences with feelings of confidence and preparedness. Results indicated a large number of SLP graduate students did not feel confident or prepared to work with AAC users after graduation and that SLP graduate students with a greater number of different types of training experiences were more confident and prepared to work with AAC users after graduation. These results enhance our understanding of the types and number of types of clinical experiences that result in higher levels of confidence and preparedness to work with AAC users.

Committee: Virginia Dubasik Ph.D. (Advisor); Timothy Brackenbury Ph.D. (Committee Member) Subjects: Speech Therapy

Master of Science (MS), Bowling Green State University, 2022, Communication Disorders

The present study is a single-case, intervention study designed to increase the length and frequency of spoken utterances by a preschooler with Autism Spectrum Disorder (ASD). The intervention combines two approaches: enhanced milieu teaching (EMT) and animal-assisted therapy (AAT). Previous research has shown that each of these approaches can help to improve the pragmatic skills of autistic children. There do not, however, appear to be any published studies that combine these approaches to target utterance length or frequency of utterances. To address this, an 8-week program that consisted of two sessions of EMT (baseline), four sessions of EMT + AAT (intervention), and two sessions of EMT (withdrawal) was conducted. The participant exhibited pronounced increases from baseline in unique utterances and total utterances, in both the intervention and withdrawal sessions. These results suggest that the combination of EMT and AAT may lead to increased utterance length and frequency of utterance with carryover in autistic children; however, further research is warranted to confirm these findings.

Committee: Tim Brackenbury Dr. (Advisor); Brent Archer Dr. (Committee Member) Subjects: Speech Therapy

Doctor of Education (Educational Leadership), Youngstown State University, 2021, Department of Teacher Education and Leadership Studies

The purpose of the current investigation is to analyze extant research examining the impact of play therapy on the development of language skills in young children with autism spectrum disorder (ASD). As rates of ASD diagnoses continue to increase, families and educators are faced with making critical decisions regarding the selection and implementation of evidence-based practices or therapies, including play-based interventions, to support the developing child as early as 18 months of age. Research on rare diseases and low incidence disabilities are difficult and lack available evidence as the conditions and responses to interventions vary by person. The following study investigates whether play-based interventions should be considered as effective means of increasing language development in young children with ASD. In addition, this study was conducted to identify specific moderators or variables associated with the effectiveness of play-based interventions. In order to conduct the present investigation, a meta-analysis was conducted, based on a collection of available research. Using data extraction software, the researcher conducted statistical analyses, Tau-U and Hierarchical Linear Modeling (HLM), to measure effect sizes across the available data and further assess whether specific moderators play a role in the usefulness or success of play therapy to promote language development in young children with ASD. The results revealed that play-based interventions are considered an effective intervention to support language development in young children with ASD and identified frequency, duration, and type of play-based intervention as significant predictors of language development for young children with ASD who participate in play-based interventions. Such findings offer insights for educators, families, clinicians, and others who are make decisions regarding the recommendation, selection, and implementation of play-based therapy as an intervention to increase lan (open full item for complete abstract)

Committee: Karen Larwin PhD (Committee Chair); Patrick Spearman PhD (Committee Member); Carrie Jackson EdD (Committee Member); Matthew Erickson EdD (Committee Member) Subjects: Education; Educational Leadership; Special Education

Doctor of Philosophy, Case Western Reserve University, 2018, Communication Sciences

Purpose: Although most children with speech sound disorders are able to remediate their errors, some individuals have errors that persist into late childhood and even adulthood. These individuals are considered to have residual speech sound errors (RSSEs), and they are at risk for social, academic, and employment difficulties. Most individuals with RSSEs have participated in years of traditional speech therapy with little success. Visual biofeedback provides an alternative method of treatment that may be what finally allows these individuals to remediate their errors. This study utilized Opti-Speech, a visual biofeedback software that uses electromagnetic articulography to create a threedimensional rendering of the tongue that moves in real time with the participant's own tongue, for the remediation of RSSEs. Method: This single subject multiple baseline design included 18 participants (11 males and 7 females) who ranged from 8 -22 years of age. Speech sounds addressed in treatment included "r", "s", "sh", "ch", and "l". Participants attended an average of three baseline sessions and ten treatment sessions that utilized Opti-Speech visual biofeedback, and returned for a two-month follow-up. Results: Perceptual measures were based on generalization to untreated words. Eleven of the 18 participants were able to make clinically significant improvements for their target sound by their final treatment session, and 11 of 16 participants who returned for follow19 up measures had made clinically significant improvement on their target sound. When final session perceptual ratings were compared to follow-up, eight of the nine participants who presented with clinically significant improvement for their target sound were able to maintain their progress or presented with significantly improved speech sound skills. However, generalization was not seen at the sentence level. When considered as a group, clinically significant improvements were seen overal (open full item for complete abstract)

Committee: Jennell Vick Ph.D. (Committee Chair); Barbara Lewis Ph.D. (Committee Member); Elizabeth Short Ph.D. (Committee Member); Gregory Lee Ph.D. (Committee Member); Parrill Fey Ph.D. (Committee Member) Subjects: Speech Therapy

Master of Arts in Speech Pathology and Audiology, Cleveland State University, 2017, College of Sciences and Health Professions

The present study aimed to investigate differences in vocal fold (VF) closure patterns in singers of varying genres with use of videostroboscopy. Three participants were selected to be in groups of different singing genres including classical, musical theatre, and pop/rock. A control group of non-singers were also included. Vocal tasks were assessed through acoustic, subjective, and stroboscopic analysis. Significant differences were observed between the classical group of singers and the pop/rock group. The VF closure patterns were relatively normal for the classical singers in comparison to the abnormal patterns in pop/rock singers. The musical theatre group had both normal and abnormal patterns. There was no significant differences between groups when analyzing the acoustic data through descriptive means. The acoustic data indicated all participants within relatively normal limits for the parameters assessed, except some inconsistencies with maximum phonation time (MPT). The subjective analysis showed differences between the classical and pop/rock groups in terms of vocal health and hygiene. The classical group showed the best vocal health and hygiene practices compared to the fair practices of the pop/rock group. The results between the classical and pop/rock group indicates that the lack of vocal training and competing with loud instrumentation in noisy environments may contribute to the recruitment of laryngeal musculature to achieve VF closure. These findings may indicate the need of vocal training and education in vocal health and hygiene for pop/rock singers.

Committee: Violet Cox Ph.D., CCC-SLP (Committee Chair); Myrita Wilhite Au.D. (Committee Member); Brian Bailey D.M.A. (Committee Member) Subjects: Music; Music Education; Performing Arts; Speech Therapy

Master of Music (MM), Ohio University, 2017, Music Therapy (Fine Arts)

Collaboration in healthcare fields is beneficial for the patients and clients served as well as the professionals who make up the treatment team. Patients and clients receive higher quality of care and professionals improve their communication skills, increase their knowledge about the different disciplines of their colleagues, and improve their quality of work in addition to many other benefits. Music therapy and speech-language pathology are two healthcare fields in which collaboration with other healthcare professionals currently occurs for the treatment of clients. Music therapists and speech-language pathologists (SLPs) also collaborate with each other. More evidence supporting collaborative models used between these two healthcare professions, particularly in a clinic setting, is needed so that collaboration can become more prevalent in work settings. Therefore, the purpose of this study was to investigate how a music therapist and an SLP graduate student work together to develop and implement a collaborative model in the treatment of a child currently receiving speech-language therapy services in a clinic setting. The study was a pilot and feasibility study that used qualitative and quantitative measures. The collaborative model that was developed and implemented was consultative with some occurrences of interdisciplinary collaboration. The qualitative data showed that the SLP graduate student, music therapist, and child client had positive experiences during the collaboration. The quantitative data showed that the music therapist's performance in preparing the student to use music-based interventions increased over time, and the SLP graduate student increased the use of music in speech-language therapy sessions over time.

Committee: Kamile Geist PhD (Advisor); Richard Wetzel PhD (Committee Member); Laura Brown PhD (Committee Member); Joann Benigno PhD (Committee Member) Subjects: Health Care; Music; Speech Therapy

Master of Arts in Speech Pathology and Audiology, Cleveland State University, 2015, College of Sciences and Health Professions

The purpose of this study was to document the communicative behaviors exhibited by sibling dyads comprised of one typically developing child (TDC) and their sibling diagnosed with autism spectrum disorder (SibA). Six families (five families were Caucasian and one family was African American) participated in one 45-minute home observation, one semi-structured interview with the TDCs, and one semi-structured interview with the parents. Sibling dyads varied across birth order, ages, and genders. Observations revealed that the sibling dyads produced a variety of communicative behaviors. Observational data were coded to provide information on the types of communicative behaviors produced and their frequency of occurrence. Data were analyzed to reveal the types of communicative behaviors that both the TDCs and the SibAs produced, as well as the types of communicative behaviors produced only by the TDCs and only by the SibAs. The TDCs provided relevant answers to semi-structured interview questions about their interactions with their SibAs, and the parents provided relevant answers to semi-structured interview questions about their children's relationships. Four out of the six families provided strong evidence that suggested the possibility of sibling-mediated interventions for children with autism spectrum disorder. Two out of the six families provided some evidence that suggested the possibility of sibling-mediated interventions for children with autism spectrum disorder.

Committee: Monica Gordon Pershey Ed.D. (Advisor); Myrita Wilhite Au.D., CCC-A (Committee Member); Colleen Walsh Ph.D. (Committee Member) Subjects: Speech Therapy

Psy. D., Antioch University, 2015, Antioch New England: Clinical Psychology

This dissertation evaluated archival data from the implementation of a child-centered approach to play therapy with a young girl diagnosed with autism. Goals of treatment included promoting spontaneous symbolic play and increasing verbal communication skills. Young children with autism who engage in early intervention often receive behavioral interventions, such as applied behavior analysis (ABA), on a regular basis. However, the use of child-centered play therapy as an intervention is not as common, as play is frequently viewed as being a deficiency for children with autism. In psychological theory, play is often regarded as a child's work, and his or her primary mode of communication. Play, of any type, is vital for the healthy development of all children. Through a review of the literature, the importance of play interventions for children with autism is argued. Next, the use of child-centered play therapy with the goal of enhancing both spontaneous symbolic play and functional language for children with autism is examined. Methods for how the intervention was implemented and evaluated will be described. The results of the coded sessions are reviewed and explored. Results are then discussed through a traditional narrative case study method, highlighted by examples that occurred during therapy sessions. Information from an interview with the parents is narrated to illustrate their perspective on the implementation of the intervention, as well as their own experiences with the diagnosis. Limitations and challenges to the research are explored, followed by recommendations for future research. Finally, who should receive this type of intervention as well as when CCPT should be considered is discussed.

Committee: Kathi Borden PhD (Committee Chair); Gina Pasquale PsyD (Committee Member); William Slammon PhD (Committee Member) Subjects: Clinical Psychology

Bachelor of Science (BS), Ohio University, 2014, Communication Sciences and Disorders

The purpose of this study was to explore the benefits and challenges of using music to help children with ASD meet their communication goals. Also, roles that augmentative and alternative communication systems have played in Music Therapy were discussed. Finally, information was gathered in order to help Speech-Language Pathologists incorporate music into therapeutic sessions as well as to help make collaboration easier between Speech-Language Pathologists and Music Therapists. Ten Music Therapists, who had been Board Certified for at least 5 years, were currently working with a non-speaking child with an Autism Spectrum Disorder (ASD), and had a high self-rank skill of using Augmentative and Alternative Communication (AAC) participated in an online focus group. Over six weeks, participants discussed topics including the impact of Music Therapy on children with complex communication needs and ASD as well as advice for Speech-Language Pathologists. Thematic analysis revealed seventeen different themes that fell into 5 different categories. These categories included benefits, challenges, roles AAC play, advice, and other. The results of this study focused around the benefits and challenges of using music with children with complex communication needs, the roles AAC plays in therapy sessions, and advice Music Therapists have for Speech-Language Pathologists. Under these four categories, there were seventeen themes, which include: Motivation and Reinforcement, Total Improvement, Neurological, Motor, Life and Social Skills, Capturing the Benefits, Learned Behavior vs. Communication, Generalization, Dividing Attention Between AAC and Music, Serves as an Individual’s Voice, Provides Control, Provides Choices, Keep It Simple, Collaborate Effectively with a Music Therapist, Be Confident, Not Self-Conscious, Maintain Appropriate Expectations and Considerations, Use Resources, and Other. Motivation and reinforcement, along with neurology seem to have a big par (open full item for complete abstract)

Committee: John McCarthy (Advisor) Subjects: Music; Speech Therapy

PhD, University of Cincinnati, 2011, Allied Health Sciences: Communication Sciences and Disorders

Telehealth or telemedicine is the use of telecommunications technology to deliver health care services at-a-distance. One of the most commonly recognized benefits of telehealth is improved access to services which includes the opportunity for patients to receive care that otherwise would not be available due to lack of specialists in a geographic area, distance from health care facilities, or lack of transportation. By eliminating geographic considerations, global delivery of health care is possible. One of the barriers to the deployment and widespread use of telehealth is the lack of evaluative data or evidence to prove that this innovative model of service delivery is as effective as the traditional in-person model of delivering health care. This study investigated the telehealth model of delivering speech-language pathology services at-a-distance. Pre-existing de-identified data were analyzed to describe the feasibility of, patient satisfaction with, and effectiveness of delivering voice therapy remotely using video-teleconferencing. The de-identified data were collected during the operationalization phase of a stepwise process to develop a telehealth vocal rehabilitation protocol. There were 31 participants in this study. Twelve participants in the control group received voice therapy in person at an urban medical center and 19 participants in the experimental telehealth group received voice therapy delivered via video-teleconferencing between the urban medical center and two remote sites: a rural satellite clinic and an overseas clinic. Comparisons of pre- and post-treatment data on: 1) patient self-rating on the Voice Handicap Index, 2) auditory-perceptual ratings of voice samples, 3) visual-perceptual ratings of video endoscopic laryngeal exams, and 4) noise-to-harmonic ratios indicated no significant differences between participants who received voice therapy in-person and participants who received therapy remotely via video-teleconferencing. Quantitative (open full item for complete abstract)

Committee: Lisa Kelchner PhD (Committee Chair); Mike Holtel MD (Committee Member); Charles Doarn MD (Committee Member); Laura Wilcox Kretschmer EdD (Committee Member); Peter Scheifele PhD (Committee Member) Subjects: Speech Therapy