Prevalence and risk factors of voice disorder symptoms in university professors: A pilot study in Nebraska

Although many studies note positive correlations between teaching professionals and voice disorder development, much of what is known is based on reports of elementary and secondary educators, not university professors. Few studies have sought to determine voice disorder prevalence and risk for university professors even though, as professional voice users, they are likely at high risk for voice disorder development. In the present study, 408 university professors responded to questions regarding general health, voice symptomology, and engagement in behaviors associated with voice quality and health. Almost 18% of respondents reported at least 1 consistent voice disorder symptom. Of these, hoarseness was the most commonly-reported symptom. Statistically significant differences between those reporting consistent symptomology and those who did not included feelings of stress/anxiety, medicine intake, and self-reported overall general health. Findings indicate the need for expanded study of this at-risk population and investigation into their access to voice-education and intervention resources

Engagement differences for 2-year-olds identified as late talkers

This poster discusses: Background, Research Question, Methods, Results, Conclusions, Clinical Implications, and Limitations & Future Directions

Comparison of Parent-Implemented and Clinician-Directed Intervention for Toddlers Identified as Late Talkers: A Literature Review

Claire had been worried about her son Henry for several months. He did not seem to talk like other children his age and did not say as many words as his older sister when she was a toddler. Claire consulted with Henry\u27s pediatrician at his two-year wellness check. They discussed Henry\u27s medical history and, other than his lack of words, neither had concerns about his development. He really seems to understand everything we say to him or tell him to do, Claire explained, But he barely says anything at all. She decided to contact her local public school district for a speech-language evaluation. An early intervention speech-language pathologist (SLP) conducted a comprehensive assessment and concluded that Henry had an expressive language delay. & a late talker, he qualified to receive early intervention special-education services through the school district. The SLP explained the intervention model employed by the school district in which the SLP would guide the intervention and the parent, through natural daily routines, would directly provide Henry\u27s treatment. Claire was unsure about moving forward with this plan of care because she envisioned the SLP working directly with Henry. Claire decided to check with another SLP in a private practice setting. The second SLP described how, if she were treating Henry, she would see him herself for about an hour a week. Claire could either sit in on the session or wait in the waiting area while Henry was in therapy, but she would not be expected to carry out the treatment directly. Claire had a decision to make: Should she move forward with the homebased parent-implemented services offered by the school district or should she consider center-based SLP-directed services? What would be better for Henry

Test-retest reliability of independent phonological measures of 2-year-old speech

This poster discusses: Background, Research Question, Methods, Results, Conclusions, Clinical Implications, and Limitations & Future Directions

Spoken Production of Novel Words with Accompanying Picture Symbols Across Language Skill Proficiencies of Young Children

This poster discusses: Background, Research Question, Methods, Results, Conclusions, Clinical Implications, and Limitations & Future Directions

Parental Directiveness and Responsivity toward Young Children with Complex Communication Needs

Purpose: The aim of the present study was to determine if parent responsiveness to their children with complex communication needs (CCN) during naturalistic play changed over an 18-month period and determine if any such changes were influenced by the child’s overall level of receptive and expressive language development, motor development or differing play contexts. This longitudinal information is important for early intervention speech-language pathologists and parents of children with developmental disabilities for whom the use of parent-directed responsivity interventions may be encouraged. Method: Over an 18-month period, 37 parents of young children who had physical and/or neurological disabilities participated in three home-based parent–child play episodes. Videotapes of each play episode were extracted and coded. Result: Results indicated parents who were initially responsive showed a significant tendency to continue to be so. Early on, parents were significantly more likely to be directive during object play than social play and significantly more likely to interact responsively during social play than object play. Conclusion: Parents of children with developmental disabilities were not consistently less responsive to their children based on motor or language capabilities. Previous reports of higher parental directiveness with children who have developmental disabilities may be attributable to object-based play interactions