UWEC CERCA 2025

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.

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

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

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.

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.

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.