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Spelling Similarities and Differences between Children with and without Speech Sound Disorder Faculty: Anna M. Ehrhorn, Ph.D., CCC-SLP Student: Gracie Mae Hundley |
Children with speech sound disorder (SSD) demonstrate lower spelling accuracy than peers with typical speech (TS). Minimal research has examined error type and considered language in addition to spelling accuracy. This study examined spelling accuracy and error types in children with SSD and children with TS while accounting for language. Preliminary analyses suggest that the SSD group demonstrated lower spelling accuracy and more errors related to phonological and orthographic aspects of words as compared to TS peers. Spelling accuracy and errors in SSD may inform intervention that promotes speech production and academic achievement.
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Examining what Speech Sound Errors can tell us about Word Reading and Spelling Faculty: Anna M. Ehrhorn, Ph.D., CCC-SLP Student: Addison Garrott | Measurement of speech sound errors (SSE) and consideration of language may better predict risk for word reading and spelling difficulties. The present study examined SSE to predict word reading and spelling in children while accounting for language. Previously collected speech, language, and literacy assessments were examined from children with varying speech production abilities. Productions were scored to determine proportion of errors and characterization of each error. Preliminary results suggest that SSE predicts word reading and spelling. Analyzing SSE earlier may identify children at risk for word reading and spelling difficulties and inform SLP services optimizing speech production and academic outcomes. |
The Relationship between Race, Rural Living Status, and Access to AAC Services Faculty: Lauramarie Pope CCC-SLP, Ph. D Student: Janea' Clark | Rural Black families in America are less likely to receive equal access to speech-language pathology services (Strickland & Strickland, 1996). However, limited empirical research has analyzed the effect of racial and geographic disparities on accessing AAC. The current study implemented a nationwide survey to characterize disparities in access to AAC associated with racial and geographic characteristics. This study amplifies the discussion on inequality in access to AAC services and supports for children in underrepresented communities. Similar research suggests significant disparities affecting opportunities to AAC access. Implications and directions for future research are discussed in terms of equal access to AAC services. |
Application of the Systematic Pathway of Early Intervention Relational Outcomes (SPROUT) Framework to Speech-Language Pathology Services. Faculty: Anna M. Ehrhorn, Ph.D., CCC-SLP Student: Sharlinda Guillaume | The Systematic Pathway of early intervention Relational OUTcomes (SPROUT) framework was developed to identify and consider the interplay of factors related to early intervention service (EIS) access and usability. Application of the SPROUT framework to the state of Alabama EIS program will occur focusing on the identification of SLP service barriers. For each identified barrier, a possible solution that may remove or minimize the impact on access and use of SLP services will be suggested. Examination of EIS programs throughout the nation using SPROUT could identify specific barriers that inform solution development, elevating the accessibility and usability of EIS. |
Educational gaps in standardized testing: The impact on ELL students with speech/language impairments. Faculty: Luca Campanelli Student: Trista Mendes | English-language learners (ELLs) represent a growing segment of U.S. students, more than 10% of enrollment. Yet, information on ELLs with speech/language impairments and school practices remains sparse. This study identifies ELL students who failed standardized exams and explores educators' beliefs regarding ELLs. The former was analyzed using public databases. The latter was investigated through surveys sent to educators in Pasco County, FL. Educators demonstrated consistent practices, but views on standardized testing of ELLs were mixed. Notably, no ELL students with speech/language impairments passed the English FSA in 2021 or 2024, highlighting significant educational gaps with potential academic and socio-emotional consequences. |
Neurocomputational Phenotypes in Female and Male Autistic Individuals Dr. Evie Malaia Student: Michelle McCleod | Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by differences in social communication and social interaction. The symptoms of autism often manifest differently between men and women. However, diagnostic criteria for autism tends to be biased towards symptoms more commonly shown in autistic males, leading to the underdiagnosis of autistic women. These sex-based differences in communicative behavior may originate from differences in neurocomputational properties of brain organization. The present study looked to examine the relationship between one neurocomputational measure of brain organization, the local power-law exponent, in autistic vs. neurotypical, as well as male vs. female participants. |