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2023 MU Undergraduate Research Forum Poster Presentations

(Student contributors in all CAPS, ÍÃ×ÓÏÈÉú Faculty listed in bold.)

NOVOM, L., DARIS, H., RANZ, M., CUTRIGHT, C. (2023). Validation Studies of an Advanced Flow Controlled Cup for Patients with Oropharyngeal Dysphagia.

FOWLER, E., BELLEVILLE, H. (2023). Fixation and Regression Patterns and Processing Time Exhibited by College Athletes with Concussion Compared to Neurotypical Health College Students during Narrative Reading Tasks.

*BALDERSTON, L., & BOSSENBROEK, E. (2023). Variations in Eye Fixation Behaviors Evident with Aphasia-based Alexia in Multi-sentence Passages

KINGSBURY, K. & KOENIG, K. (2023). Attention-Getting Strategies Used by Hearing Parents with their Autistic Children

SEINFELD, H. (2023) Inclusivity in Syntax and Grammar Apps for Educational and Instructional App Usage

(*Also presented at the 2023 College of Arts and Science Fall Research Forum)

2023 Major Conference Presentations

Gottliebson, R., GARVIN, N., Baker Brehm, S., Scarborough, D., & Croake, D. (2023, June). Investigation of the efficacy of an integrative treatment method for chronic cough. Voice Foundation, Philadelphia, PA.

PAPPAS, A., Brehm, S., Gottliebson, R., Heimkreiter, S., PION, L., MAUCH, R., & McKEE, G. (November, 2023) Examining Learning Models and Learning Preferences for Vocal Health Instruction for Pre-Service Teachers. ASHA, Boston, MA.

FOWLER, E., BELLEVILLE, H., & Knollman-Porter, K. (2023, November). Fixation and regression patterns and processing time exhibited by college athletes with concussions compared to neurotypical healthy college students during narrative reading tasks. Poster session presented at the Annual Convention of the American Speech-Language and Hearing Association, Boston, MA.

Knollman-Porter, K., BEVELHIMER, A., Wallace, S. E., & Hux, K. (2023, November). Regressive eye movements to word classes when people with aphasia read with and without text-to-speech. Technical session presented at the Annual Convention of the American Speech-Language and Hearing Association, Boston, MA.

Knollman-Porter, K., Wallace, S.E., & Hux, K. (2023, November). I want to read! Using technology to facilitate book reading by people with aphasia. Oral seminar presented for the Annual Convention of the American Speech-Language-Hearing Association, Boston, MA.

Hux, K., Wallace, S.E., Knollman-Porter, K., & BEVELHIMER, A. (2023, November). Variations in eye fixation behaviors when adults with aphasia-based alexia read multi-sentence paragraphs. Technical session presented for the Annual Convention of the American Speech-Language-Hearing Association, Boston, MA.

Knollman-Porter, K. (2023, February). Using technology to support reading comprehension for people with aphasia: Current findings and clinical implications. Two-part oral seminar presented at the Kentucky Speech-Language-Hearing Association Convention, Lexington, KY.

FERGUSON, B., WEBER, M., & Olszewski, A. (2023, November). Using pupillometry to measure cognitive effort in different literacy modalities. Poster presented at the American Speech Language Hearing Association Annual Convention, Boston, MA.

Poll, G.H., SUDBRINK, A.N. & Petru, J. (2023, November). Interpreting item difficulty to assess levels of social communication ability in transition-age adolescents. Paper presented at the American Speech-Language-Hearing Association convention, Boston, MA.

Hoffman, T.H. & Poll, G.H. (2023, November). Reducing barriers to collaboration between teachers and speech-language pathologists. Paper presented at OCALICONLINE 23 (Ohio Center for Autism and Low Incidence Disabilities (OCALI) online conference), Columbus, OH.

SCHOENHERR, O., Poll, G.H., & Miller, C.A. (2023, June). Sentence recall accuracy at the limits of young adult word spans: Contributions of metacognitive judgments and sentence conditions. Poster presented,  Symposium on Research in Child Language, Madison, WI.

Poll, G.H., Boone, W.J. & Petru, J. (2023, June). Exploring patterns in the difficulty of test items for an adolescent social communication assessment. Poster presented, Symposium on Research in Child Language, Madison, WI.

Shield, A., HOLLYDAY, K., KINGSBURY, K., & KOENIG, G. (2023, June). Attention-getting strategies used by deaf and hearing parents with their autistic children. Poster presented, Symposium for Research in Child Language Disorders, Madison, WI.

Shield, A. (2023, June). Les parents sourds détiennent-ils le secret pour enseigner la langue aux enfants autistes? Talk presented (in French) at the International Workshop on Sign language exposure for people with autism spectrum disorders. University of Paris 8 Vincennes Saint-Denis, France.

Shield, A. (2023, February). Deafness and ASD: Considerations for Theory and Practice. Talk presented at the Alabama Autism Conference, Tuscaloosa, AL.

Shield, A. (2023, November). How deaf children with autism acquire sign language. Talk presented at OCALICON: The Premier Autism and Disabilities Conference, Columbus, OH.

WEBER, M. & Olszewski, A. (2023, November). Critically evaluating educational apps for children using the Rubric for Evaluation of Apps for Learning. Seminar presented at the American Speech Language Hearing Association Annual Convention, Boston, MA.

*Presentation Student Contributors:

• Current Undergraduate students: Maddie Ranz, Charlotte Cutright, Elise Bossenbroek
• Class of 2023: Logan Novom, Emily Fowler, Lilly Balderston, Katherine Kingsbury, Hannah (Daris) Baker (`25), Grace Koenig, Rose Mauch, Hannah Seinfeld, Grace McKee.
• Graduate Class of 2024: Melanie Weber (’22), Hannah Belleville, Bri Ferguson
• Graduate Class of 2023: Natalie Garvin, Lexi Sudbrink (`21), Olivia Schoenherr, Kaleigh Hollyday (`21)
• Graduate Class of 2022: Andrew Bevelhimer, Lydia Pion

 2023 Major Publications 

Hux, K., Knollman-Porter, K., *BEVELHIMER, A., & Wallace, S. E. (2023). Variations in eye-gaze behaviors evident when five adults with aphasia-based alexia read multi-sentence passages. American Journal of Speech-Language Pathology. Advance online publication.

Knollman-Porter, K. (2023). Navigating the language demands of work. The ASHA LEADER, 28(2), 42-26.

Wallace, S. E., Knollman-Porter, K., & Hux, K. (2023). How text-to-speech aids reading for people with aphasia. The ASHA LEADER, 28(2), 52-53.

Wallace, S. E., Hux, K., Knollman-Porter, K., Patterson, B., Brown, J. (2023). A mixed methods exploration of the experience of people with aphasia using text-to-speech technology to support virtual book club participation. American Journal of Speech-Language Pathology. Advanced online publication. https://doi.org/10.1044/2023_AJSLP-23-00094

Knollman-Porter, K., *Bevelhimer, A. Hux, K., Wallace, S., Hughes, M., & Brown, J. (2023). Eye fixation behaviors and processing time of people with aphasia and neurotypical adults when reading narratives with and without text-to-speech support. Journal of Speech, Language, and Hearing Research, 66, 276-295. https://doi.org/10.1044/2022_JSLHR-22-00298

Olszewski, A. & *HOOD, R.L. (2023). Parents’ vocabulary instruction with preschoolers during shared book reading. Child Language Teaching and Therapy, 39(1), 58-73.

Yang, E.C., Frank, M., Jeanmougin, C., Meyers, K., Olszewski, A., Shi, H., Simonsen, R, & Siriwardane, H. (2023). Defining, implementing and assessing critical thinking across the disciplines. Journal on Excellence in College Teaching, 34(2), 127-160.

Poll, G.H., *DREXLER S., *HUNTINGTON, A. *GALINDO, M. & *GALACK, A. (2023). Comprehensive assessments of theory of mind abilities for school-age children: A systematic review. American Journal of Speech-Language Pathology 32, 2374-2391. https://doi.org/10.1044/2023_AJSLP-22-00316

Fishbein, M.H., Kronberg, J., Alvarado, S., Bohm, D., Ideran, P., & Scarborough, D.R. (2023). A Multidisciplinary approach to infants with GERD-like symptoms: A new paradigm, Journal of Pediatric Gastroenterology and Nutrition, 77(1), 39-46.

In Press

Park, Y., Baker Brehm, S., Kelchner, L., Weinrich, B., McElfresh, K., Anand, S., Shrivastav, R., de Alarcon, A., & Eddins, D. (In press).  Effects of Vibratory Source on Auditory-Perceptual and Bio-Inspired Computational Measures of Pediatric Voice Quality. Journal of Voice. 

Poll, G.H., *MAYES, M., & Petru, J. (in press). Evidence to support test interpretation: Evaluating the content validity of a new item set for the Transition Pragmatics Interview. International Journal of Speech-Language Pathology.

Poll, G.H. & Hoffman, T.K. (in press). Pre-professional teachers’ and speech-language pathologists’ attitudes toward collaborative service delivery in classrooms. Child Language Teaching and Therapy.

Bailey-Van Kuren, M., Scarborough, D.R., *SCHUBERT, M. (In Press). A design-driven approach to develop innovative clinical experiences in dysphagia. Perspectives

Singleton, J.L., Walker, K., Meier, R.P., & Shield, A. (in press). A case study of the American Sign Language patterns of a natively-exposed deaf autistic signer. Language Acquisition (Special Issue on Clinical Populations acquiring languages other than English).

Meier, R.P., Rathmann, C., & Shield, A. (in press). Editorial: “Modality and Language Acquisition: How does the channel through which language is expressed affect how children and adults are able to learn? Frontiers in Psychology.

*Student Manuscript Co-Authors:

• Class of 2022: Sherilyn Drexler, MacKenzie Galindo
• Graduate Class of 2024: Alexa Galack (’22)
• Graduate Class of 2023: Allison Huntington (’21)
• Graduate Class of 2022: Andrew Bevelhimer, Marissa Schubert, Maddie Mayes (’20)
• Graduate Class of 2021: Rachel Hood (’19)

, founded by VaLanDria Smith-Lash (senior in Speech Pathology and Audiology) is a member of the RedHawk Launch Accelerator's eighth startup cohort. The company developed and markets an all-natural line of plant-based, whipped shea butter products. Its vegan whipped shea butter comes in six fragrances and offers numerous benefits for hair and skin.

"What is so impressive about Coarse Culture, and VaLanDria specifically, is how she has taken 'the next step' with her business, plugging into the ÍÃ×ÓÏÈÉú University and Cincinnati startup ecosystem to get her business to scale," Daniel Jones, associate director of Community Engagement and External Relations, said. "Networking, reaching out to alumni, and collaborating with other students are all great ways to promote both student-founded business and the university."

Read More

• See more about the Main Street Ventures' Launch It: Cincy Pitch Competition.
• See how Smith-Lash started Coarse Culture at age 14.

After taking two speech pathology classes taught by Assistant Professor Arnold Olszewski, senior Hannah Seinfeld felt inspired to get involved in his research developing feasible, evidence-based language and literacy interventions for young children. Seinfeld is now working hard on developing a rubric that evaluates the quality of educational apps regarding diversity, equity, and inclusion.

In addition to her major in Speech Pathology and Audiology, Seinfeld is also minoring in Child Studies and Youth Development and Disability Studies.

“In high school, one of my best childhood friends was on the autism spectrum,” Seinfeld said. “Through that exposure, I learned about the field of speech pathology. There is something cool about being able to help people regain access to communication.”

Seinfeld first got involved in research by joining Olszewski’s Children’s Acquisition of Language and Literacy (CALL) Lab during her sophomore year. The lab focuses on how children acquire and learn their basic language and literacy skills, and Seinfeld joined in developing a rubric that evaluates the quality of educational apps in the digital market.

This past summer, Seinfeld became a part of ÍÃ×ÓÏÈÉú’s Undergraduate Summer Scholars (USS) program, a 9-week intensive program dedicated to research. She worked closely with Dr. Olszewski to expand upon the research involving educational apps.

“We’re seeing that kids learn information better when they are represented in what they’re learning,” she said. “There’s a big shift in that with picture books, but not as much in apps. So I was interested in figuring out what forms of diversity and inclusion we should see in apps.

”Through the USS program, Seinfeld was able to lead a focus group of speech pathologists and talk about the concepts she had spent time creating and studying.

“What I enjoy about this research is that it’s very practical,” Seinfeld said. “For example, we are working on getting this rubric out to the public. We want it to be accessible, easy to use, and easy to access. Our hope is that this would help teachers and parents, that you could easily go through this rubric after downloading an app and ask, ‘does it hit this? Or this?’” 

She added that the goal of the rubric Seinfeld is helping to develop is to aid parents and teachers in making educated and informed decisions on whether an app is appropriate for their students or children.

Through these research opportunities, Seinfeld was able to develop skills she wouldn’t have been able to without these experiences. She explained that her experiences have made her become more inquisitive, more diligent, and most of all, curious.

“I didn’t have those skills to pick up this information before,” she said. “This has also given me so much valuable experience, such as talking to speech pathologists. It’s given me transferable skills and field-applicable knowledge. There’s something you can gain from hands-on experience that you just can’t get from listening to a lecture.”

After graduation this May, Seinfeld plans to attend graduate school in speech pathology. She would love to work with kids and people with disabilities.

By Julia Holzl, CAS communications assistant | Published 2/13/23