Exercise provides individuals with various physical benefits, improving cardiovascular health, strengthening bones and muscles, and increasing flexibility and mobility. Additionally, exercise promotes numerous mental benefits, reducing stress, improving mood, and enhancing cognitive function. Unfortunately, with various types of exercise, ranging from strength training to interval training, it's difficult for individuals to choose the one that will provide the best results. In this study, we decided to examine the cognitive effects of interval training compared to a prescribed fitness plan amongst UWEC's Community Fitness Program (CFP) members. To do this, participants of the interval training and the control group were asked to commit to 2-3 workouts a week and took a baseline test, examining their cognitive abilities. After 4 weeks, the two groups were retested, took a week-long break, and resumed training. Through this experiment, our group hoped to discover if interval training, compared to a prescribed fitness plan, had a greater impact on cognitive function, providing more insight into the vast world of exercise, potentially directing new exercising individuals looking to seek higher cognitive function or redirecting veteran exercisers to help them realign their goals.
Different events in gymnastics have various physiological demands, therefore, impacting the way gymnasts train. This study aims to measure common physiological characteristics and performance abilities seen in Division III gymnasts throughout the course of a season. Despite the sports’ demanding nature, having an impact on its athlete’s physiology and performance, gymnastics has little research. Through this project we are hoping to increase the knowledge we have of gymnastics. Our participants will be volunteers from the UWEC Gymnastics Team. We will be recording body composition, bone density, strength, power, nutrition, menstrual cycle, and injuries during the season. Body composition and bone density will be measured using a DEXA machine, power will be measured using the Wingate Test, nutrition will be tracked using an app, and a questionnaire will be used to assess sleep, menstrual cycle, and injuries. We expect there to be differences in physiological characteristics for gymnasts who train beam and bars compared to those who train floor and vault, and for those characteristics to be maintained throughout the season.
Social work students require robust mental health crisis response skills, yet traditional coursework may not provide sufficient practical training. This study examines the effectiveness of embedding Mental Health First Aid (MHFA) training within existing social work curriculum to enhance student learning outcomes. The goal of MHFA is to provide emotional support and information about helpful resources to people experiencing mental health crises. For this study, we are taking a mixed methods approach to assess the extent at which the integration of MHFA training into a social work mental health course improves students' knowledge of mental health issues and crisis response strategies. We are also hoping to assess how MHFA training impacts students' self-reported confidence levels in responding to mental health situations. The team will utilize three quantitative measures: Pre and post MHFA knowledge assessment, Mental Health Literacy Scale (MHLS) and the Selfefficacy in Mental Health Crisis Response Scale. In addition, the intention is to have one focus group of students who completed the training share their thoughts on the learning process. The hopes of this study is that it will demonstrate the effectiveness of MHFA training and lead to a larger scale implementation of MHFA training within UW- Eau Claire.
This study aims to understand how school-based speech-language pathologists (SLPs) view their role in the character education of their students and their beliefs about literature-based intervention beyond academic outcomes. Reading and listening to stories is fundamental to moral and character development, yet children with developmental language disorder (DLD) often face barriers to engaging with narrative-based materials. Despite this, SLPs' perspectives on literature's value beyond academic outcomes remain unexplored. If SLPs perceive their value as limited to non-flourishing purposes, they are less likely to engage with literature-based intervention holistically. To address this gap, we will survey school-based SLPs across the US to assess their views on literature's role in their students' lives, the perceived value of narrative beyond academics, and their attitudes toward integrating character education principles within their practices. The findings will identify knowledge gaps and inform future efforts to develop resources that help SLPs integrate flourishing-related principles into their interventions. Data collection is in development and will begin soon.
Fall risk is a growing concern for older adults as balance abilities decrease with age which can lead to injuries, impaired functioning, and a decreased quality of life. Increasing range of motion through stretching can improve balance although the type of stretching that is most effective is inconsistent in previous research. The purpose of this study is to evaluate the acute effects of static, dynamic, and proprioceptive neuromuscular facilitation (PNF) stretching protocols on balance in active older adults. Older adults will gain insight into which type of stretching will positively affect balance, while also learning how to perform self- PNF stretching. This process involved an initial recruitment presentation at the Community Fitness Program, email contact to assign identification numbers, informed consent, balance baseline assessment, and stretching sessions. Participants performed static, dynamic, and PNF stretching on three different days that were randomly assigned. After each stretching protocol sway velocity index was measured using the Biodex Balance System to determine balance changes. This project is currently in progress and the results will be finalized in the near future. It is expected dynamic stretching will promote greater improvements in balance compared to static and PNF stretching protocols which would have no effect.
This study aims to examine the impact of footwear on the running economy of division three female distance runners. Recent advancements in running footwear, particularly the introduction of carbon-plated shoes, have been shown to enhance running economy. However, women athletes are often underrepresented in sports performance research, leading to a lack of understanding about how such technology affects their performance. This research seeks to fill this gap by investigating the effects of carbon-plated shoes on female runners. Our study will involve 15-20 female long-distance runners from the UWEC cross-country team, who will run at various intensities based on their maximum oxygen consumption (VO2 max), testing their running economy in both carbon-plated and non-carbon-plated shoes. Energy expenditure will be measured at different time periods during each trial, allowing for a direct comparison of the two shoe types. The expected outcome is to support or challenge the current understanding of the effectiveness of this technology for women, providing valuable insights for athletes and coaches. The findings may also encourage future research focused on underrepresented groups in sports science, helping to optimize footwear choices for female athletes.
In the American population alone, roughly 3 million children stutter in their lifetime (National Institute on Deafness and Other Communication Disorders, 2017). The purpose of our research study is to explore how stuttering is represented in children’s picture books. We are building upon existing research that describes representation of disability in books. For data collection, we have gathered a sample of 20 children’s books with a variety of characters who stutter. We are using inductive methods of analysis including a constant comparison approach and consensus building to develop categories describing the representation of stuttering children’s picture books. to are analyzing any trends and/or patterns that appear through our analysis. National Institute on Deafness and Other Communication Disorders (2017, March 6) Stuttering. Unites Stated Department of Health & Human Services, National Institute of Health https://www.nidcd.nih.gov/health/stuttering
Background: Nursing and packaging professionals play a central role in patient safety. Little is known about how undergraduate students learn about the respective disciplines. Objective: The project aims to promote cross-industry education between packaging and nursing students to contribute to patient safety and improve medical device usability. Nursing student researchers created educational videos for packaging students to be included in a medical packaging course. The videos focused on 1) Nursing competencies, ethics, and principles related to medical packaging in the acute care setting; and 2) Demonstration of nursing sterile and clean procedures. Methods: The Framework for Action on Interprofessional Education and Collaborative Practice, guided the project (World Health Organization, 2010). The videos will be presented in a medical packaging course. Voluntary and anonymous pre and post survey design will be used to determine if changes in packaging student knowledge and confidence occurred. The instrument includes 9 Likert scale questions and one additional open-ended question on the post-test. Likert scale questions will be analyzed with paired samples t-test. Qualitative analysis will be used for the open-ended question. Results: Results will be analyzed in spring 2025. Conclusions: Preliminary work has been promising. It is anticipated that results will show an increase in knowledge and confidence. References: World Health Organization (2010). Framework for action on interprofessional education & collaborative practice.
The research question guiding this review is, in adults with heart failure, how does the use of SGLT-2 inhibitors (Canagliflozin, Dapagliflozin, Empagliflozin, Ertugliflozin) impact nursing care, disease management, and patient education? Heart failure (HF) is a complex disease, with treatments evolving continuously to improve patient outcomes. One such treatment approved in 2022 is SGLT-2 inhibitors, originally used for type 2 diabetes; these drugs have been found to reduce the risk of hospitalization and death of patients with HF. With changes in practice, nurses and healthcare teams need to be updated on information regarding the provision of effective and safe patient care. An integrative literature review was conducted through the EBSCO databases and PubMed using identified key terms. Inclusion criteria were human population, English language, and publication within the last 5 years ensuring inclusion of relevant information. This search strategy identified 136 results with 47 duplicates, resulting in the screening of 89 titles/abstracts. The review is ongoing, and characteristics of included publications will be extracted. Results will provide guidance to nurses on education. We expect topics related to additional monitoring for kidney disease and management in the context of multiple chronic conditions.
This scoping review explores the concept of self-care and its implications to baccalaureate nursing students, importantly: barriers to, the importance of, and interventions of self-care. To direct this review a definition of self-care was developed as follows: Intentional lifestyle behaviors that promote physical and mental health, decrease stress levels, enhance well-being, and nurture mindfulness. This topic is of importance to nursing students undergoing a rigorous nursing program where stressors are increased, and self-care can be neglected. Nurses are helpers, and students join the profession to do just that while often not helping themselves first. This scoping review provided evidence to support initial efforts to promote self-care among baccalaureate nursing students in their program. A scoping review was performed utilizing EBSCOhost databases, using primarily search terms "self-care" and "nursing students" in which 23 articles were found to inform this work during summer 2024. Five areas of self-care (professional, mental, emotional, physical, and spiritual), and interventions within each area were identified. Managing these stressors through self-care was shown to be effective and productive. Self-care reduces the negative effects of stress, including, for example: burnout, mental illness, isolation, and substance abuse.
Background: Advance care planning (ACP) is critically important to providing consistent patient care. Registered nurses (RN) and Nurse Practitioners (NP) are relied upon to lead ACP discussions with patients; however, they often struggle due to lack of confidence in their abilities to have these discussions, lack of time, and concerns that ACP is outside their scope of practice. Incorporating ACP training into school curriculum would bolster preparedness in leading ACP discussions. Methods: A literature review examined 16 articles that addressed the roles, confidence levels, and training needs of NSs, RNs, NPs in ACP. Key words searched included: ACPs, ACP training programs. The databases CINAHL, MEDLINE, UpToDate, Web of Science, and PubMed were searched. Results: Sixteen articles were identified as eligible for the subject matter. The core theme of improving ACP education was highlighted throughout these articles. Conclusion: Current attitudes of NSs, RNs, and NPs reflect feelings of uncertainty about their role within ACP, how to initiate conversations, and improving confidence in leading these conversations. It was found that ACP training programs have been effective in increasing the number of ACP conversations as they help train NSs and NPs to facilitate these conversations. Keywords: Advance care planning; ACP training; RNs; NPs;
This study aims to investigate the vaping habits and effectiveness of practicing mindfulness techniques and weekly positive framed text messages on vaping behaviors of UW-Eau Claire students. Various studies completed in this realm of mindfulness, stress, and vaping have discovered a correlation between stress and vaping. Researchers utilized direct advertising (referrals, campus resources, recruitment table, and email) to recruit subjects for this study. Participants received an incentive upon completion of the study. 4 participants who currently vape were asked to describe their habits and stress level with a pre-test questionnaire. Next, participants were assigned to an experimental or control group. For privacy, the primary investigator had an identification key. During a 4-week period, the experimental group will be provided vaping pamphlets, mindfulness techniques (4-square breathing, coloring books, meditation, journaling, etc.), and weekly positive text message, while the control group will continue with their normal behaviors. Six weeks after the initial pre-test, participants received questionnaires about their vaping habits and stress levels. From the data collection, we determined mindfulness techniques reduced stress levels but minimal reduction in participants' vaping habits. However, upon completion of the six-week questionnaire, participants reported a 31% decrease in spending on vape products after this study.
The goal of our project was to convert the in-person Social Work 385: Introduction to Child Welfare course into an online format to reduce schedule conflicts and waitlists, increase accessibility, and expand student enrollment in child welfare content by providing varied modalities. This project aligns with the growing trend of online learning, especially in higher education, by making child welfare courses more flexible and addressing learning gaps. The method and approach used to transform an in-person course into an online course was to utilize the in-person class format as a template, as well as review faculty evaluations for comments related to content. We explored pedagogy related to best practices in online learning, utilized resources such as CETL, and free and accessible training resources were explored and incorporated to reduce the barriers online learning can create. After successfully transitioning Social Work 385: Introduction to Child Welfare to an asynchronous format, an additional section was added in the first semester of availability demonstrating increased interest and enrollment. An online offering is allowing students to participate from three time zones, three different states, and one student internationally, which may lead to higher enrollment in other child welfare-related courses and will increase understanding on this prominent and relevant topic.
Traumatic brain injuries (TBI) can result in significant changes to social communication, which strain relationships with partners. Second-year graduate students in CSD 754, Acquired Cognitive Disorders, deliver a manualized treatment to individuals with TBI and their partners, as a part of the course. TBIconneCT is a 10-week program, which focuses on improving social communication between individuals with TBI and their partners. The program includes education about the social communication consequences of TBI and uses video modeling to help both individuals become more aware of their communication behaviors and adopt positive strategies. Hall et al. (2025) conducted a pilot investigation of North American TBIconneCT on individuals with TBI and their partners, while our study focuses on graduate student learning outcomes. Student learning reflections were analyzed qualitatively, identifying themes related to their learning. Preliminary findings include providing a safe learning space for individuals with TBI’s, partners, and student clinicians. As the program progressed, students' overall confidence increased, as they applied class content and further developed therapy skills, gaining knowledge beyond a textbook. We plan to use this data to enhance the positive impacts of TBIconneCT on student learning and identify ways to refine the program.
The primary purpose of this research is to gain insight into undergraduate CSD student perspectives on representation of a range of populations in their course materials and content at UW-Eau Claire. We are aiming to understand undergraduate CSD students' familiarity with individual variability in communication and how diverse human experiences are presented in academic coursework. CSD students were surveyed about academic experiences across content areas of the field, rating their familiarity with how cultural differences can affect communication, cognition, and swallowing for the individuals we serve. Preliminary results indicate a relative lack of familiarity with swallowing disorders (i.e., dysphagia) vs other content areas, as well as greater familiarity with individual variability and cultural differences across content areas for students who were near the end of their academic career (e.g., seniors). Quantitative and qualitative data about student perspectives will be discussed.
This study aims to understand how school-based speech-language pathologists (SLPs) view their role in the character education of their students and their beliefs about literature-based intervention beyond academic outcomes. Reading and listening to stories is fundamental to moral and character development, yet children with developmental language disorder (DLD) often face barriers to engaging with narrative-based materials. Despite this, SLPs' perspectives on literature's value beyond academic outcomes remain unexplored. If SLPs perceive their value as limited to non-flourishing purposes, they are less likely to engage with literature-based intervention holistically. To address this gap, we will survey school-based SLPs across the US to assess their views on literature's role in their students' lives, the perceived value of narrative beyond academics, and their attitudes toward integrating character education principles within their practices. The findings will identify knowledge gaps and inform future efforts to develop resources that help SLPs integrate flourishing-related principles into their interventions. Data collection is in development and will begin soon.
We explore undergraduate students’ perceptions of components of science and of helping within the Communication Sciences and Disorders (CSD) major. Speech-Language Pathology and other human services professions embrace components of both science and of helping within the curriculum and professional practice. Students may be drawn to one component more than the other, and there may be (mis) perceptions regarding the presence of both components within the field, potentially drawing students towards, or pushing students away from, the field as a potential vocation. Participants include 20 freshman level CSD majors rating science and helping content on universities’ CSD department website landing page. A pre- and post- review survey will gather student input on the role of university websites in their decision to choose the CSD major. The students will then have five minutes on each landing page and use a slider to rate the presence of science and helping content. Data gathering and analysis is currently underway. Results will be presented in terms of participant perceptions of science and helping across five CSD department websites, and how those perceptions align with our past study of senior level CSD majors. Implications will be discussed related to how university websites may impact student perceptions and expectations of CSD majors
There have been a multitude of articles published regarding inclusion in the physical education setting focused on individuals with disabilities and English Learners (EL). There is little to no information on how the current physical education inclusive practices for EL students are affecting their behaviors and progress in the physical education setting. This study explored K-12 English learners’ perspectives on their physical education experiences and interactions they have had with peers and instructors.We recruited high school student who are English Learners and are either currently in or have taken a Physical Education class. Participants received interview questions ahead of time. Researchers interviewed participants on their experiences in Physical Education classes. Spanish speaking students' interview were interpreted during interview. The interview was audio recorded and transcribed for further qualitative analysis. The preliminary finding will be shared in this presentation.
Different events in gymnastics have various physiological demands, therefore, impacting the way gymnasts train. This study aims to measure common physiological characteristics and performance abilities seen in Division III gymnasts throughout the course of a season. Despite the sports’ demanding nature, having an impact on its athlete’s physiology and performance, gymnastics has little research. Through this project we are hoping to increase the knowledge we have of gymnastics. Our participants will be volunteers from the UWEC Gymnastics Team. We will be recording body composition, bone density, strength, power, nutrition, menstrual cycle, and injuries during the season. Body composition and bone density will be measured using a DEXA machine, power will be measured using the Wingate Test, nutrition will be tracked using an app, and a questionnaire will be used to assess sleep, menstrual cycle, and injuries. We expect there to be differences in physiological characteristics for gymnasts who train beam and bars compared to those who train floor and vault, and for those characteristics to be maintained throughout the season.
The purpose of this project was to increase and strengthen the accessibility features of the Children’s Museum of Eau Claire (CMEC) for children and families with disabilities. In order to accommodate and support more families and children with disabilities at CMEC, we have used research to create an accessibility webpage, informational binder to support staff, updated the sensory map, installation of a sensory path, access to adaptive materials in The Makery, and implemented Sensory Night events for children to increase access to play while managing stimulation and incorporated materials to decrease barriers across the museum. The methods used within this research project include a literature review of sensory integration, review of other inclusive museum websites, meetings with CMEC executive staff, and parent/guardian feedback to inform the actions and next steps completed to reach an accessible environment. Based on the information gained through our research, events were planned, and supplies were purchased using ORSP funding to decrease barriers throughout the museum. Through our research and work with CMEC, we have been able to increase and strengthen the inclusive opportunities offered within the museum as well as increase the understanding of sensory integration and children with disabilities of the staff.
This study aims to examine the impact of footwear on the running economy of division three female distance runners. Recent advancements in running footwear, particularly the introduction of carbon-plated shoes, have been shown to enhance running economy. However, women athletes are often underrepresented in sports performance research, leading to a lack of understanding about how such technology affects their performance. This research seeks to fill this gap by investigating the effects of carbon-plated shoes on female runners. Our study will involve 15-20 female long-distance runners from the UWEC cross-country team, who will run at various intensities based on their maximum oxygen consumption (VO2 max), testing their running economy in both carbon-plated and non-carbon-plated shoes. Energy expenditure will be measured at different time periods during each trial, allowing for a direct comparison of the two shoe types. The expected outcome is to support or challenge the current understanding of the effectiveness of this technology for women, providing valuable insights for athletes and coaches. The findings may also encourage future research focused on underrepresented groups in sports science, helping to optimize footwear choices for female athletes.
Fall risk is a growing concern for older adults as balance abilities decrease with age which can lead to injuries, impaired functioning, and a decreased quality of life. Increasing range of motion through stretching can improve balance although the type of stretching that is most effective is inconsistent in previous research. The purpose of this study is to evaluate the acute effects of static, dynamic, and proprioceptive neuromuscular facilitation (PNF) stretching protocols on balance in active older adults. Older adults will gain insight into which type of stretching will positively affect balance, while also learning how to perform self- PNF stretching. This process involved an initial recruitment presentation at the Community Fitness Program, email contact to assign identification numbers, informed consent, balance baseline assessment, and stretching sessions. Participants performed static, dynamic, and PNF stretching on three different days that were randomly assigned. After each stretching protocol sway velocity index was measured using the Biodex Balance System to determine balance changes. This project is currently in progress and the results will be finalized in the near future. It is expected dynamic stretching will promote greater improvements in balance compared to static and PNF stretching protocols which would have no effect.
Traumatic brain injuries (TBI) can result in significant changes to social communication, which strain relationships with partners. TBIconneCT is a 10-week, manualized telethealth treatment for social communication impairments following TBI. Hall et al. (2025) examined outcomes for two initial cohort of individuals with TBI and their partners in the pilot version of the North American TBIconneCT. Outcomes were similar to the original TBIconneCT program in Australia. The North American version includes both large and small group, which is different than the Australian version. In the large group, participants react to predeveloped videos that contrast successful and less successful interactions. The present investigation examined pre- and post-assessments, including self-ratings and standardized examination of social communication, along with systematic review of large group session videos. The intention of video review was to identify evidence of increased awareness (e.g., “I don’t want to dominate the conversation” or “I don’t mean to interrupt”), increases in positive behaviors (e.g., asking the partner about themselves rather than only sharing about oneself) and a reduction in problematic behaviors (e.g., interrupting, rambling) within the large group. Analyses are still in progress. We hope to identify further information about the function of large group in facilitating self-reflection and awareness.
This study examined how listeners with different dialects perceive speech. Specifically, we studied how Northern and Southern listeners perceive child and adult productions of word-final /l/, produced by speakers of Southern White Vernacular English (SWVE). The English /l/ is a complex sound that is challenging for children to produce. One common developmental pattern used by children is vocalization, which occurs when word-final /l/ is produced as a back vowel or glide. In addition, vocalization of /l/ is a normal feature of certain dialects of English, including SWVE. Chung et al. (2023) found that southern listeners often perceived children’s productions of vocalized /l/ as errors, even though this is a normal dialect feature. Our study aimed to follow up on Chung et al.’s findings by exploring whether listeners’ dialect background impacts perceptual judgments of /l/. Northern listeners rated Southern speakers' productions of word-final /l/ using a Qualtrics survey. Results showed that productions of /l/ after front vowels were rated as more correct than after back vowels, and adult productions were rated as more correct than children’s, regardless of dialect background. Southern listeners were more likely to judge children’s productions of /l/ after front vowels as more correct.
Microaggressions are subtle, often unintentional acts of discrimination that harm children, particularly those from minoritized backgrounds. Microaggressions may be related to a variety of different aspects of identity including race and ethnicity, disability, languages and dialects, gender, and socio-economic status. Microaggressions have been experienced by Speech Language Pathologists (SLPs) and SLP students. Further, studies have documented the prevalence of microaggressions in schools and the impact on children the SLPs serve. The purpose of this study is to understand how aspects of Wisconsin elementary school SLPs’ backgrounds, experiences, and identities may intersect with their perceptions of microaggressions experienced by the children they serve. Eight elementary school SLPs were interviewed. Participants were chosen to represent multiple areas of Wisconsin and a wide range of identities and practice settings. Semi-structured interviews were used to understand details about the SLP’s background and their perceptions of microaggressions in the environment where they worked. Interviews were analyzed to discover themes. Results revealed complexity among the ways in which elementary-school SLPs' backgrounds intersected with their perceptions of the microaggressions experienced by the students they serve. Findings can help to reduce microaggressions against children from a variety of backgrounds and create environments in which all children can thrive.
The Autism Spectrum Disorder Attention Profile (ASDAP) is an unpublished protocol designed to measure 15 attention-related factors identified in research. Attention is a key behavioral phenotype affecting 50–70% of individuals with Autism Spectrum Disorder (ASD), yet it is not formally recognized as a defining trait of ASD (Hours et al., 2022). The original study aimed to develop a protocol for assessing attention and to determine which ASDAP factors consistently reflected attention across five participants. With IRB approval, participants with existing or probable ASD diagnoses were recruited and assessed through informal clinical observations at the UWEC CCD clinic and caregiver interviews. Observations took place during informal therapy sessions, and caregiver-reported data were integrated into the ASDAP for a more comprehensive assessment across different environments. Data analysis, completed in spring 2024, revealed key areas for improvement, leading to a full redesign of the protocol. These refinements aim to enhance the ASDAP’s validity and increase its practicality. We are optimistic that our changes will result in more effective attention assessments in individuals with ASD. Future research will focus on testing the revised protocol in a larger sample to establish its clinical utility.
Aphasia is a language disorder, often caused by stroke, that alters one’s ability to express themself, while retaining intelligence. TBIconneCT is a 10-week, manualized teletherapy treatment program for individuals with TBI and their communication partners. This past fall, an individual with aphasia piloted the North American TBIconneCT program with a volunteer student partner. The intention was to see if there was value in such a program for a person with aphasia, vs. TBI. Our research addresses the feasibility and potential value of a TBI social communication program for someone who has a diagnosis of aphasia. No modifications were made to alter the program for the individual with aphasia. However, the participant has a mild-to-moderate aphasia, so he was able to engage in social communication exercises. We are using a mixed, deductive research approach that includes both quantitative and qualitative data analysis. For data collection, I analyzed both pre- and post- surveys from the program as well as personal interviews conducted with the individual. Preliminary data shows that the program was helpful and could be applied to the aphasia population. This conclusion can support the creation of social communication programs for the aphasia population.
The purpose of this study is to investigate the relationship between character strengths and orientations toward community service in university students within a Communication Sciences and Disorders (CSD) program. Our motivating aim is to support a sense of moral responsibility to the community in CSD students. Prior research suggests that service-learning experiences and voluntary community engagement are influenced by individual character strengths and attitudes toward moral responsibility. Yet, the nature of these relationships remains uncharacterized and unexplored in CSD students. Participants will complete the Values in Action (VIA) Character Strengths Survey and the Community Service Attitudes Scale (CSAS), with factor analysis conducted to examine the underlying structure of the CSAS and correlation analyses assessing relationships between character strengths and dimensions of community service orientation. By identifying key relationships between character strengths and community service attitudes, our results will inform the development and design of educational experiences and service-learning opportunities that consider character-related factors to enhance and cultivate students’ moral purpose toward community engagement. Data collection is ongoing, and preliminary findings will guide future interventions to support students in developing a more profound commitment to service.
Social determinants of health (SDOH) encompass factors such as economic stability, education, housing, and access to healthcare, all of which significantly influence health outcomes. Transportation access is a critical component of SDOH, as transportation barriers can limit individuals' ability to attend healthcare appointments and access essential services. Individuals with aphasia, a condition that affects language and communication, face unique transportation challenges that restrict their access to a wide range of healthcare services. This study examined the potential role of ride-sharing services, specifically Uber Health, in addressing transportation barriers for individuals with aphasia in the Chippewa Valley. A mixed-methods approach was used, incorporating a review of national literature on transportation interventions, an analysis of local transportation options, focus group data, an interview with an individual with aphasia with firsthand experience with local public transportation, and a travel assessment with an individual with aphasia navigating public transit. Findings identify key facilitators and barriers associated with public transportation for individuals with aphasia and highlight the potential benefits of Uber Health in improving local access to speech-language therapy services. Results will be valuable for healthcare institutions working toward inclusive and accessible transportation solutions to increase healthcare outcomes for individuals from all backgrounds.
This research project's purpose was to study the intersection between childhood apraxia of speech (CAS) and traditional speech sound intervention to determine if there is a correlation between discriminative characteristics for CAS and those consistent with a diagnosed articulation disorder. Through examining this intersection, we hope to determine the effectiveness of DTTC for children presenting with CAS characteristics, and the correlation between DTTC treatment and traditional approach for children with articulation and phonological delays. CAS is often over-diagnosed in children, therefore, we wanted to evaluate the two treatment approaches, DTTC and traditional approaches, to determine if children previously presented with CAS characteristics will still benefit from these motor-based interventions. We are conducting a mixed methods study that will utilize a convergent parallel design to analyze a pediatric case study with the diagnosis of childhood apraxia of speech (CAS). The quantitative methods will investigate the effects of the Dynamic Temporal and Tactile Cueing (DTTC) intervention and traditional speech sound disorder interventions including components of dynamic assessment that facilitate change. The qualitative methods will identify parent perspectives of the demographic profile of CAS characteristics and the efficacy of DTTC. Recorded video sessions using VALT will be analyzed, and data will be compiled using these videos for scoring. As a result of this study, we are hoping to determine if DTTC should be used in therapy approaches for other children rather than those who just have CAS, and if DTTC presents with more efficient outcomes across targets. Limitations of this study include the influence of CAS-based treatment using DTTC on the subject as this motor-based approach will be used before the traditional approach. Another limitation of this study is that the data being collected is only compiled from one client, therefore, for the results to be applicable, a larger study population would be required for generalization across populations. A point for discussion regards the idea of whether DTTC should be used in therapy approaches for other children rather than those who just have CAS.
Traumatic brain injuries (TBI) can result in significant changes to social communication, which strain relationships with partners. Second-year graduate students in CSD 754, Acquired Cognitive Disorders, deliver a manualized treatment to individuals with TBI and their partners, as a part of the course. TBIconneCT is a 10-week program, which focuses on improving social communication between individuals with TBI and their partners. The program includes education about the social communication consequences of TBI and uses video modeling to help both individuals become more aware of their communication behaviors and adopt positive strategies. Hall et al. (2025) conducted a pilot investigation of North American TBIconneCT on individuals with TBI and their partners, while our study focuses on graduate student learning outcomes. Student learning reflections were analyzed qualitatively, identifying themes related to their learning. Preliminary findings include providing a safe learning space for individuals with TBI’s, partners, and student clinicians. As the program progressed, students' overall confidence increased, as they applied class content and further developed therapy skills, gaining knowledge beyond a textbook. We plan to use this data to enhance the positive impacts of TBIconneCT on student learning and identify ways to refine the program.
This study examined the relationship between maximizing decision-making styles and vocational calling among undergraduate Communication Science and Disorders (CSD) students. Our findings revealed that students who scored higher on a measure of maximizing tendencies in decision-making reported significantly higher presence of calling and meaningful work experiences. Data from 75 University of Wisconsin-Eau Claire students was analyzed using decision-making scales, meaningful work measures, and life purpose and meaning assessments. Factor analysis was used to identify two dimensions of meaningful work: personal meaning and purpose and growth and understanding; both were positively associated with maximizing tendencies. Presence of calling was strongly correlated with meaningful work, while search for calling showed negative associations with meaningful work measures. These results suggest that maximizing decision-making styles focusing on optimal outcomes may enhance vocational calling and meaning in work among CSD students. These findings challenge previous assumptions of negative work-related outcomes associated with a maximizing decision-making style and provide insight into potential educational interventions to promote a sense of meaning and vocation in undergraduate CSD students.
This study aims to examine the perceptions of UWEC students regarding the safety and impacts of cannabis use on their wellbeing, with a focus on identifying demographic differences in knowledge, attitudes, and behaviors. As national legalization efforts become more common, resulting in changing of societal beliefs and attitudes, cannabis use among college students continues to remain prevalent, despite emerging research indicating potential risks. This study utilizes a survey methodology to gather quantitative data that will allow for UWEC students’ opinions of the safety of cannabis use to be assessed. Through our anonymous quantitative survey, participants will be asked demographic, behaviors around usage, perceptions around safety and impacts of cannabis use, and contextual knowledge of cannabis. Through evaluating these various areas, researchers hope to understand how personal experiences connect to perceptions and biases of cannabis use. This data offers new information to different groups like policymakers, educators, and students. As social workers, our code of ethics emphasizes our significant role in educating, policy advocation, and prevention. This study will provide information on future targeted interventions in hopes to improve knowledge around safe cannabis use.
This study examines the relationship between levels of depression, anxiety, stress, and bone mineral density (BMD) among Division III student-athletes. Previous research has indicated that 35% of Division III athletes struggle with mental health concerns (Aditya et al., 2024), and psychological stress may negatively impact BMD (Hahn, 2017). However, the relationship between bone health and mental health has not been explored in collegiate student-athletes. Participants (mean age = 20.11 ± 1.32 years; height = 175.70 ± 9.99 cm; weight = 72.43 ± 13.57 kg) in this study completed a demographic questionnaire, two self-reported mental health surveys; Generalized Anxiety Disorder (GAD-7) and Depression Anxiety Stress Scale 21 (DASS-21), and a dual-energy X-ray absorptiometry (DXA) scan to assess BMD. Independent samples t-tests revealed significant differences in BMD values for lumbar spine, dual femoral neck, and total body between symptomatic and asymptomatic measured by GAD-7 (p < 0.05). BMD values were not significantly different between symptomatic and asymptomatic individuals for depression or stress levels measured by DASS-21 (p > 0.05). The findings suggest that increased levels of anxiety may be negatively associated with bone health in this population, offering new insights into the potential impact of mental health on bone density.
Perspectives of Mentor TeachersMentor teachers (MTs) play a critical role in the development of teacher candidates (TCs) during field experiences, serving as instructional and professional role models. Yet, little is known about how MTs perceive their roles, and value mentoring or support TCs. This study investigates the perspectives of MTs within the Eau Claire Area School District to explore: (a) how they prioritize relationships with TCs, (b) their expectations of mentoring, and (c) strategies for fostering connections.Using a constructivist framework, this research employs a comparative case study design and semi-structured interviews with MTs to explore their experiences. Thematic analysis was conducted to uncover patterns in their mentorship approaches and align findings with existing literature on effective mentoring practices. The study highlights the challenges MTs face in balancing their mentoring and teaching responsibilities, while also offering insights into the professional and relational dynamics that shape successful mentorship.Preliminary findings suggest MTs emphasize explicit communication and balancing control with independence to support TCs effectively. Additionally, MTs see mentorship training as valuable in guiding TCs. Future educator preparation programs may consider providing mentorship training and resources that focus on building trusting relationships to foster TC growth.
Exercise provides individuals with various physical benefits, improving cardiovascular health, strengthening bones and muscles, and increasing flexibility and mobility. Additionally, exercise promotes numerous mental benefits, reducing stress, improving mood, and enhancing cognitive function. Unfortunately, with various types of exercise, ranging from strength training to interval training, it's difficult for individuals to choose the one that will provide the best results. In this study, we decided to examine the cognitive effects of interval training compared to a prescribed fitness plan amongst UWEC's Community Fitness Program (CFP) members. To do this, participants of the interval training and the control group were asked to commit to 2-3 workouts a week and took a baseline test, examining their cognitive abilities. After 4 weeks, the two groups were retested, took a week-long break, and resumed training. Through this experiment, our group hoped to discover if interval training, compared to a prescribed fitness plan, had a greater impact on cognitive function, providing more insight into the vast world of exercise, potentially directing new exercising individuals looking to seek higher cognitive function or redirecting veteran exercisers to help them realign their goals.
This follow-up study investigates how school factors (e.g., administrative support, workload, etc.) and teachers’ characteristics (e.g., teacher efficacy) influence teachers’ retention through their fifth year in the profession. There is currently a nationwide teacher shortage that has presented challenges for schools and administrators. Eight percent of teachers leave the profession each year, with special education among the disciplines most affected by this attrition rate. Within the field of special education, approximately 40% of teachers leave the field by their fifth year of teaching. While preparing new teachers is one solution, retaining teachers in the field presents a more efficient choice. Participants in this study include fifth-year teachers (n= 6) who previously participated in a study on teacher induction during their first year of teaching. Methods include a survey on teacher efficacy and semi-structured interviews. Preliminary surveys completed by participants have indicated that all participants are working in the field of education, well above the national retention averages. Student and faculty researchers will present the identified themes in participant’s survey and interview responses that pinpoint which factors contributed to their retention and how that information might be used to improve pre-service programs.
In 2023, Wisconsin legislators passed Wisconsin Act 20. This law required schools, including higher education institutions, to evaluate their literacy programs to align with the new Act 20 standards. Several classes offered at UWEC focus on teaching literacy methods, including UEM 433: Inclusive Literacy Methods in Grades 4-9. Our research aimed to determine if the course content taught in UEM 433 covered the components of Act 20. We first read through the Act 20 legislation and determined its key components. We then reviewed course materials, including assignments, objectives, and readings and noted whether they addressed specific aspects of Act 20. We found that the course addresses most concepts of Act 20, but not sufficiently in the area of oral language. We were able to find evidence of other areas addressed in Act 20 but determined that more information could be included in the course for areas such as vocabulary surrounding assessment and roles of faculty. We added a reading addressing middle grade oral language development to the course. Further research could be conducted to determine if oral language is a gap that persists across university middle level English Language Arts teacher education courses.
Social work students require robust mental health crisis response skills, yet traditional coursework may not provide sufficient practical training. This study examines the effectiveness of embedding Mental Health First Aid (MHFA) training within existing social work curriculum to enhance student learning outcomes. The goal of MHFA is to provide emotional support and information about helpful resources to people experiencing mental health crises. For this study, we are taking a mixed methods approach to assess the extent at which the integration of MHFA training into a social work mental health course improves students' knowledge of mental health issues and crisis response strategies. We are also hoping to assess how MHFA training impacts students' self-reported confidence levels in responding to mental health situations. The team will utilize three quantitative measures: Pre and post MHFA knowledge assessment, Mental Health Literacy Scale (MHLS) and the Selfefficacy in Mental Health Crisis Response Scale. In addition, the intention is to have one focus group of students who completed the training share their thoughts on the learning process. The hopes of this study is that it will demonstrate the effectiveness of MHFA training and lead to a larger scale implementation of MHFA training within UW- Eau Claire.
PURPOSE: Evidence demonstrates that undergraduate students experience a chronic lack of sleep with 60% being qualified as poor sleepers. Additionally, poor quality and quantity of sleep and sedentary behavior has been shown to increase all-cause mortality in the general population. Given the high prevalence of poor sleep quality in undergraduate students raises the question of how various exercise modalities would affect the quantity and quality of sleep of undergraduate students. METHODS: A total of 23 college students were recruited. Participants were split into three groups: journaling (control), aerobic training (AT), and resistance training (RT), and completed three, 30-minute sessions of the intervention for three weeks. Two accelerometer and inclinometer devices were worn at baseline and the third week of intervention to track quantity and quality of sleep. Group x Time two-way repeated measures analysis of variance was employed to compare the differences in outcome variables across the three groups. RESULTS: There was no interaction effect between group and time on total sleep time, number of awakenings, average length of awakening, and sleep efficiency (p>.05). CONCLUSION: Three weeks of AT and RT compared to journaling did not have significant effects on undergraduate students’ sleep quality and quantity.
We have seen a noticeable lack of understanding amongst undergraduate CSD students in upper-level courses when recalling information on how speech sounds are made by mouth. We developed a game to reinforce knowledge about the articulation of speech sounds. We are expecting this game, used in class as a brain warm-up, to reinforce previous knowledge which is necessary for graduate school and a career as a speech-language pathologist or audiologist. To play the game, the course professor will give each student a black notecard and display a prompt (ex. “she __ about phonetics.”). Each student will identify a word that fills in the blank based on syntactic constraints. Students will identify sounds and write down the place, voice, and manner of articulation for each sound in the word (e.g., voiceless, interdental, fricative for the “th” sound in “thinks”). When finished, students exchange their work with another and identify the phonetic symbols for all sounds described. This game will be played weekly for the remainder of the semester, and we will analyze the collected data at the end of the semester.
In the American population alone, roughly 3 million children stutter in their lifetime (National Institute on Deafness and Other Communication Disorders, 2017). The purpose of our research study is to explore how stuttering is represented in children’s picture books. We are building upon existing research that describes representation of disability in books. For data collection, we have gathered a sample of 20 children’s books with a variety of characters who stutter. We are using inductive methods of analysis including a constant comparison approach and consensus building to develop categories describing the representation of stuttering children’s picture books. to are analyzing any trends and/or patterns that appear through our analysis. National Institute on Deafness and Other Communication Disorders (2017, March 6) Stuttering. Unites Stated Department of Health & Human Services, National Institute of Health https://www.nidcd.nih.gov/health/stuttering
Motivational interviewing is a counseling style that speech-language pathologists can use to guide clients in making change that is led by client priorities and values. Making change and taking action is typically preceded by a period of ambivalence. Our study examines how ambivalence manifests in the counseling conversations between speech-language pathologists and caregivers with children with a language impairment. Counseling conversations between a speech-language pathologist and three caregivers was recorded and transcribed. Inductive methods of analysis are employed to examine how caregiver ambivalence manifests across these sessions. Themes are presented so that clinicians can develop a greater understanding of the conflicting emotions and attitudes caregivers face when taking action to support a child with language impairment.
A variety of instructional approaches are employed in educational settings to promote student learning and engagement. Two such approaches are subject-centered and problem-centered learning. Subject-centered approaches structure the curriculum around specific subject matter, which is presented in a linear manner. In contrast, problem-centered approaches emphasize application and relevance to real-world scenarios, with information discussed iteratively as the class unfolds. Problem-centered learning offers advantages such as increased student collaboration, creativity, and critical thinking (Stutt, 2023). Additionally, best practices for teaching courses related to diverse populations include the active application of concepts and the use of written reflections, which foster higher-level critical thinking and conceptual integration (Keegan et al., 2017; Simon-Cereijido et al., 2023). The purpose of this research was to examine how student learning in a course on diverse populations was influenced by a subject-centered approach compared to a hybrid problem-centered approach. The course was taught using a subject-centered approach in one semester and a problem-centered approach in another. In both semesters, students completed reflections on guided clinical scenarios involving diverse populations. These reflections were analyzed for quality and depth of critical thinking, enabling a comparison between the two semesters. Findings from this study can inform future pedagogical approaches and course design.
Speech Language Pathologists (SLPs) work to support children's speech and language development. SLPs are required to provide culturally and linguistically responsive services. Books used within SLP sessions should include high-quality representation across a variety of aspects of identity, as the use of culturally relevant, inclusive literature serves to increase treatment outcomes, mitigate stereotypes, promote self-efficacy, and help children develop a sense of belonging across identities. The purpose of this research was to understand student perceptions of, and the impact of, a class session designed to teach students about the use of inclusive children's books. The class period included a lecture about the value of considering representation across different aspects of identity, application practice which allowed students to actively select books while considering both clinical targets and representation, and reflective assignments. The reflective assignments were analyzed to discover changes in students’ thoughts regarding the aspects they considered while selecting books for therapy, the importance of considering aspects of representation, and how challenging it is to access books with diverse representation. Results will be used to inform future decisions about the value and impact of class sessions devoted to this topic.
Our research aims to describe perceptual and acoustic features of the word-final "l" sound across two different dialects of English: Midwestern English and Southern White Vernacular English. The English /l/ is an articulatorily complex sound that is considered one of the late-developing sounds. One common pattern used by both children with typical speech development and those with speech sound disorders is vocalization, which occurs when word-final /l/ is produced as a back vowel or glide (e.g., [bɛʊ] for bell). In addition, vocalization of /l/ is a normal feature of certain dialects of English. For our research, we recorded Midwestern speakers producing word-final /l/ in single words. Trained transcribers then transcribed the words and coded the degree of vocalization. Productions were also analyzed acoustically. The results were compared to a set of existing data for word-final /l/ produced by speakers of Southern White Vernacular English. Data analysis is ongoing, but preliminary results suggest differences in the degree of vocalization across dialects.
The research question is: is the 8-minute self-paced (8SPV) VO2max test a valid method for measuring VO2 max? VO2 max is the highest rate at which oxygen can be consumed during intense exercise and reflects the efficiency of the cardiovascular and respiratory systems. There are validated VO2 max protocols (ie. Bruce and 10-minute self-paced), however, existing protocols have evidence pointing toward peripheral fatigue being a limiting factor, therefore a shorter 8-minute test could lead to better VO2 max result. UWEC students will be recruited and three VO2max tests will be performed for each participant. The three protocols will be conducted using a treadmill and the VO2max will be measured using the metabolic cart. The tests include the 8-minute self-paced, 10-minute self-paced, and Bruce protocol. One-way repeated measures ANOVA will be implemented for comparing the VO2max across three protocols. The anticipated result is that the 8SPV will provide consistent results with the validated protocols. If validated, the 8SPV protocol can be used in future research.
The purpose of this study if to investigate the effectiveness of exergaming in combination with resistance training to reduce fall risk among individuals with Parkinson’s Disease (PD). PD causes many balance impairments and fall risks due to the underlying physiology of the disease. Six participants were recruited from the Parkinson’s Exercise Program at the University of Wisconsin – Eau Claire and were split into two groups. For the first four weeks, Group 1 will engage in two 15-minute exergaming sessions along with 75 minutes of resistance training per week while Group 2 will only be doing 75 minutes of resistance training. After the initial four weeks, the groups will switch, and Group 1 will only do resistance training while Group 2 will do the two exergaming sessions along with resistance training for four weeks. Fall risk will be assessed at the beginning, middle, and end of the study using a fall risk assessment on the BioDex Balance System and a Timed Up and Go - Cognitive assessment. This research is still in progress. We hope that this study will provide valuable insight into effective strategies for decreasing fall risk among individuals with PD.
This study examined the reliability of bioelectrical impedance analysis (BIA) compared to dual-energy x-ray absorptiometry (DEXA) to track body composition changes in Division III football athletes across an entire off-season training program. A sample of Division III male college football athletes (n=32) participated in this study. Total body composition analysis was measured using DEXA and BIA at three time points throughout the off-season training program. These time points represented the beginning (January), middle (May), and end (August) of the off-season training program. Change scores (post-pre) were calculated between time points to quantify changes across time points. Paired-samples t-tests were employed to examine any significant differences (p0.05) in FM, FFM, and FFMI changes between DEXA and BIA within the January-May time frame. A significant difference (p
Speech-language pathology students are paired with supervisors in their initial clinical experiences. What expectations do novice clinicians have for their clinical supervisors prior to beginning the experience? Students enter their first clinical experience with varying expectations of the support they will receive and a mismatch in expectations can lead to frustration. We surveyed students at accredited speech-language pathology programs. Graduate and undergraduate students responded to one open-ended question and 22 Likert scale statements about expectations. The survey replicated the research of L.C. Larson from 1981 (Larson’s Expectations Rating Scale). Participants from 17 universities completed the survey during the fall 2024 and spring 2025 semesters. No significant differences were found between graduate and undergraduate responses across the Likert scale items. These three lowest expected behaviors were the same items as identified in the original study. Differences emerged when comparing the top three highest expectations across studies. Notably, today’s students most expect clinical supervisors to function as coach/mentor while students in the 1980s most expected supervisors to identify weaknesses in clinical skills and reflect on strategies for things that could be done differently. This tells us that student expectations have changed so supervision practices may need to change as well.
The field of Communication Sciences and Disorders (CSD) is predominantly white, with 90.5% of speech-language pathologists (SLPs) identifying as white. This contrasts with the diverse population served by SLPs, which is increasingly multilingual and multicultural, with children from Black, Indigenous, and other People of Color (BIPOC) backgrounds representing more than 53% of the population. This mismatch may reduce the effectiveness of services provided and highlights the critical importance of recruiting and retaining students of color in the field of speech-language pathology. The purpose of this study was to examine the factors influencing University of Wisconsin–Eau Claire undergraduate students’ choice of major and to understand how these factors differ based on student-identified race and ethnicity. Sixteen undergraduate students, both CSD and non-CSD majors, were interviewed to explore the factors that led to their choice of major. The results will provide insights into the influences shaping students’ major selection across different races and ethnicities. Findings can inform efforts to increase diversity within CSD undergraduate programs, ensuring that students from all backgrounds have equitable opportunities to enter the field of speech-language pathology.
