CSD Faculty Publications

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Now showing 1 - 5 of 69
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    The Nature of Professionalism
    (Lippincott Williams and Wilkins, 2024-01) Hull, Raymond H.
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    Reliability of spectral-temporal ripple tests in children
    (American Institute of Physics, 2023-04) Kirby, Benjamin J.; Sullivan, Morgan A.
    Spectral-temporal ripple tests in both adaptive and non-adaptive versions have been proposed for use in the audiology clinic. Though these methods have been found to yield repeatable results and to be correlated with each other in adults, similar information about test performance in children is lacking. In this preliminary study, children ages 6-12 years completed two repetitions of the adaptive spectral-temporally modulated ripple test (SMRT) and non-adaptive SMRT Lite for computeRless Measurement (SLRM) test. The first and second repetitions of the SLRM were correlated. Though mean performance on the SMRT was significantly correlated with the SLRM, the first and second repetitions of the SMRT were not significantly correlated.
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    A Feasibility Study in Virtual Assessment Procedures of a Sentence-Writing Probe for Use With Intermediate-Grade Students
    (Lippincott Williams and Wilkins, 2023-10) Marble-Flint, Karissa J.; Koutsoftas, Anthony D.
    This article reports on the development and initial feasibility of virtual assessment procedures for a sentence-writing probe for remote instructional purposes with intermediate-grade students. The study included a sample of 15 intermediate-grade children. The sentence-writing probe was administered through video conferencing software, an innovation of the times, across three sessions separated by 2 weeks. Scores derived from sentence probes included total number of words, a sentence accuracy score, and a word accuracy score, which were compared across time points. Results indicated no statistically significant differences across time points for the entire sample for all measures except the total number of words at Time 2. Measures obtained from the sentence-writing probe were significantly correlated with standardized measures of oral language. Findings from this study support the proof of concept that virtual assessment procedures can be used to assess sentence-level writing in intermediate-grade students. Future directions are provided regarding the utility of remote instruction for assessment purposes, the types of scores derived from measures, and future plans to scale up the assessment for use in research studies and as a curriculum-based evaluation tool.
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    "I Wasn't Just Sitting There": Empowering Care Partners through the Aphasia-Friendly Reading Approach
    (Routledge, 2023-10) O'Bryan, Erin; Regier, Harold R.; Strong, Katie A.
    Background: Sharing stories is a way that people make meaning out of life and connect with others socially. For couples in which one person has aphasia, the ability to have conversations and share stories may be disrupted. Many people with aphasia benefit from support in constructing and sharing stories with others. To share experiences with his wife, the spouse of a person with aphasia developed an intervention approach called Aphasia-Friendly Reading that supports oral storytelling and sharing stories with others. Aim: The current study explored the experiences of care partners in a pilot study using the Aphasia-Friendly Reading approach. Methods & Procedures: Three people with aphasia and their care partners participated in the Aphasia-Friendly Reading pilot study one hour per week for 9 to 14 weeks. Following the pilot program, each care partner was interviewed about their experience participating in the study. Interview data was analysed using reflexive thematic analysis. Outcome & Results: Three major themes were identified: (1) Care partner empowerment, (2) Collaboration, and (3) Different therapy experience. Care partners expressed that they were "totally involved" in all stages of the intervention and that they highly valued being involved. Further, care partners reported specific ways that they started taking initiative in supporting their partner with aphasia outside of the sessions. Care partners described the project as collaborative, noting the role of all participants in story co-construction and mentioning how they both taught and learned from graduate student clinicians. The care partners reported that the project was distinctly different from their previous therapy experiences, noting that they appreciated the person-centeredness of the stories, the fun of working together in sessions, and the opportunity to share their stories with the aphasia group. Conclusion: The results indicated that the care partners experienced benefits of being actively included in the Aphasia-Friendly Reading approach. The approach appears to be harmonious with core values of the Life Participation Approach to Aphasia and research on the value of considering aphasia to be a family issue rather than an individual issue.
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    Auditory rehabilitation: What I have learned over many years of providing the service
    (Lippincott Williams and Wilkins, 2023-06-01) Hull, Raymond H.
    [No abstract available]