CHP Theses and Dissertations

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    Exploring telepractice perceptions and needs of school stakeholders across Kansas
    (Wichita State University, 2023-05) Roth, Blake W.; Self, Trisha L.
    Several studies have demonstrated the reliability, efficiency, and effectiveness of telepractice, and stakeholders have previously found engaging in telepractice to be a positive experience. However, recent studies have shown that after the sudden and temporary shift to telepractice during COVID-19, there is a mismatch between stakeholders’ experiences and the positive pre-pandemic data. This study investigated the perceived and empirical metrics of Kansas school-based stakeholders’ regarding telepractice to better contextualize this change. The study followed a mixed method research design consisting of an online survey and online focus group sessions. A growing gap between the telepractice literature and school-based stakeholders’ perceptions of telepractice was identified. Concerningly, stakeholders demonstrated worsening sentiment towards telepractice associated with poor competence and confidence across a variety of telepractice-related variables. The overwhelmingly negative perceptions strongly correlated with the sudden shift to telepractice due to COVID-19. It appears the mandated and rapid transition to telepractice forced stakeholders into using a model of service delivery that they were reportedly ill-prepared for. Future research should consider how to best implement telepractice in the event of future emergency transitions. Additionally, it is important to determine if education, training, and dissemination of telepractice literature can address the stakeholder limitations observed and reverse the damage done to their perceptions of telepractice during this time.
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    Wideband acoustic reflex growth function: Normative study and comparison with conventional single-frequency acoustic reflex growth function
    (Wichita State University, 2022-07) Jiang, Jingjiao; Sun, Xiao-Ming
    The acoustic reflex growth function (ARGF) tested with single-frequency probe signals has been utilized as a noninvasive, objective measure in evaluating integrity of the auditory nervous system at the brainstem level. Wideband acoustic reflex (AR) procedure has shown advantages over single-frequency AR procedure. No study has systematically investigated the wideband ARGF. The objectives of this study were: (1) to characterize wideband ARGFs, which were quantified in energy absorbance change (EA ARGF) at three probe frequencies (397, 630, and 1000 Hz) and in relative AR-Level (AR-Level ARGF) for low- and high-frequency passbands for five activators, (2) to evaluate the test-retest reliability of wideband ARGFs, and (3) to compare the wideband ARGF to single-frequency ARGFs for five activators. The slope of EA ARGF at 630 Hz was the steepest among three probe frequencies. The slope of EA ARGF for 2000 Hz activator was the steepest among five activators. Low-frequency passband provided steeper slope of AR-Level ARGF than high-frequency passband. The slope of low-frequency AR-Level ARGF was the shallowest for BBN activator. The low-frequency passband provided ARGF with the smallest variability in all measures. The immediate test-retest reliability of wideband ARGF was excellent. The descriptive statistics of wideband and singlefrequency ARGF slope was performed. The dynamic range of wideband ARGF was wider (10 to 20 dB) than that of single-frequency ARGF. The slope of 630-Hz EA ARGF with less variability was significantly steeper than that of 678-Hz single-frequency ARGF for five activators. The present study demonstrates that the 630-Hz probe frequencies and low-frequency passband is more appropriate for testing wideband ARGF. The wideband ARGF might have greater potential in clinical application than single-frequency ARGF, for example, it could provide more precise comparison of the individual’s wideband ARGF with normative data.
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    Identifying optimal educational parameters for augmentative and alternative communication users: Stakeholders' perspectives
    (Wichita State University, 2021-12) Almutairi, Mohammed A.; O'Bryan, Erin
    Research involving parameters for designing and developing an appropriate educational program for students who use augmentative and alternative communication (AAC) in school settings is considered a relatively recent development in the field of science. The purpose of the study was to a) identify parameters for developing an educational program for AAC users in school settings, b) identify intervention options that maximize AAC users’ participation in schools, c) identify aspects of educational opportunities for promoting AAC users’ learning and academic success, d) identify potential obstacles to positive outcomes in educating AAC users in school settings and e) identify differences in communication partner skills among stakeholders. The findings identified parameters for the education of AAC users in school settings as a solution to the fundamental problem of developing and designing appropriate educational programs for students who use AAC. Additionally, the findings revealed an agreement among the stakeholders on the survey items, meaning that the identified key considerations in AAC and educational opportunities for AAC users would potentially enhance AAC users’ participation and academic success in the school settings. Participants also agree on the potential obstacles that negatively impact educating AAC users in school settings, eliminating the positive outcomes of any educational program trying to serve AAC users in schools. The high level of agreement on key considerations and barriers suggests that a plan can be made for improving education with AAC in the classroom, and the plan is outlined. Lastly, there was a significant difference among the stakeholders in the communication partner skills at a 95% confidence interval, indicating that some specific stakeholders are significantly better communication partners than others.
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    Post-secondary education experiences and needs of students with autism spectrum disorder at Wichita State University
    (Wichita State University, 2021-07) Her, Aleshea N.; Self, Trisha L.
    The literature reports increased enrollment of students with autism spectrum disorder (ASD) in post-secondary education settings. Unfortunately, a significant number of these individuals do not graduate (Zeedyk, 2016). The low graduation and retention rates in the post-secondary settings have been attributed to the loss of services these students encounter upon leaving high school and encountering unfamiliar situations with unfamiliar people. Navigating a dynamic college environment can positively and negatively impact the educational experiences and outcomes of individuals on the autism spectrum (Anderson et al., 2020; Zeedyk et al., 2016). Literature reveals, however, students with ASD can experience success in the post-secondary education setting when provided appropriate supports and services (Van Bergeijk et al., 2008). This study explored the academic and non-academic experiences, needs, and supports of 15 Wichita State University Students (WSU) with ASD using a mixed method approach. An on-line survey (n = 15) and focus group sessions (n = 8), conducted simultaneously, revealed the perceived academic and non-academic experiences, needs, and supports of students with ASD at WSU from a first-person perspective. Across the on-line survey and focus group sessions, commonly identified themes included academics, self-perception, non-academic resources, social encounters, academic resources, and mental health. Both the positive and negative aspects of these themes were identified and discussed by the study participants. Attaining a first-person perspective from WSU students with ASD can reveal important information to assist with the development and promotion of appropriate accommodations, supports, and services within the post-secondary setting. Furthermore, targeting supports and services for this unique group of students may serve to improve recruitment, retention, and graduation rates for students on the autism spectrum.
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    A survey of Kansas speech-language pathologists’ knowledge and confidence regarding literacy intervention
    (Wichita State University, 2021-08) Chavira, Judydiana; Marble-Flint, Karissa J.
    The purpose of this study was to examine the knowledge and confidence of Kansas school-based speech-language pathologists (SLPs) regarding literacy intervention by replicating a published survey that was conducted in the state of Virginia by Davis and Murza (2019). The study also aimed to increase the research base in the area of disciplinary literacy in Kansas and to provide information on SLPs’ provision of literacy services to students in schools, as data shows that the majority of students in Kansas are not meeting reading and writing standards. This study will then aid in the understanding of how to best serve children with language-literacy disorders in public schools. The participants of this study were 45 Kansas school-based SLPs. They were recruited through the Kansas Speech-Language-Hearing Association via an e-mail and Facebook post. Participants were asked to complete a 26-question survey that lasted about five minutes. This survey consisted of multiple choice, dropdown list, open-ended, and Likert-type scale questions. The results show that Kansas school-based SLPs are unfamiliar with the term disciplinary literacy, they desire additional training in literacy intervention, SLPs with a greater number of years of experience rate their education/training in the area of literacy more poorly, and there is a correlation between SLPs’ confidence in their ability to implement language therapy that impacts students' literacy achievement in preschool and a higher percentage of students who had IEP goals connected to literacy achievement, but there is no correlation in grades K-12th. Results of this study were compared to Davis and Murza’s study (2019). Future research should follow-up with these participants to gather qualitative results and should gather information from a larger sample.