New Laboratory Facilities
A sound-attenuated booth has been installed in the basement of Ford Building. The booth will house equipment for electroencephalography (EEG) and auditory evoked potentials (AEP), allowing researchers and clinicians to measure brain responses to sounds and other stimuli. EEG and AEP methods provide insight into the brain activity underlying speech, language, and hearing processes. For more information, please contact Dr. Carol Miller.
The Speech, Language and Hearing Clinic helps people face communication challenges
Trip. Fall. Crash. Smash.
When Terri Foster's face slammed into the dresser at the nursing home where she worked, her life changed forever. The blow injured the frontal lobe of her brain, leaving her forgetful, depressed and barely able to communicate.
A year later, Foster still could not function. She lost her job as a nurse's aide, she was unable to do simple chores at home and her stuttering prevented her from having meaningful conversations. Her family suffered too. Her husband mourned the loss of the woman he had married, and her 10-year-old son couldn't understand why his mom never wanted to get out of bed.
Foster knew she needed help, but she wasn't getting it from doctors. It wasn't until she began therapy at the Speech, Language and Hearing Clinic within the Department of Communication Sciences and Disorders that she truly began to heal.
According to Gordon Blood, professor and head of the Department of Communication Sciences and Disorders, the clinic provides assessments and interventions for people with delays or disorders in hearing, language, fluency, voice, articulation and phonology, including those with severe speech impairments requiring augmentative and alternative communication. Such communication impairments, he said, may result from developmental delays, congenital disabilities such as mental retardation, hearing impairment, autism, cerebral palsy or acquired disabilities such as traumatic brain injury, strokes or Lou Gehrig’s disease.
The clinic also provides an opportunity for undergraduate and graduate students to get hands-on experience as well as a laboratory for faculty members to conduct research.
CSD Faculty Member & Graduate Students Present at PSHA
Dr. Jimin Lee, assistant professor of Communication Sciences and Disorders, and two graduate students attended the Pennsylvania Speech-Language-Hearing Association Convention April 2-5, 2014 in Pittsburgh, PA and presented posters. Dr. Lee and Julianna Sincavage presented Coordination Between Tongue and Lower Lip in /w/ Production. Dr. Lee and Robyn Dalton presented Issues With Vocal Tract Length in Acoustic and Kinematic Data. For more information about the convention, please see the PSHA website, www.psha.org.
Julianna Sincavage with Dr. Ji Min Lee
Robyn Dalton with Dr. Ji Min Lee
CSD Student to Serve as College Marshal
Congratulations to CSD major and Schreyer Scholar Jeanna Stiadle, who will represent all graduating students in the College of Health and Human Development as student marshal at the Spring 2014 commencement ceremonies. Congratulations as well to Ashleigh Marella, also a Schreyer Scholar, who has been selected as the student marshal for Communication Sciences and Disorders. Dr. Carol Miller will serve as the Faculty Marshal.
Wilkinson named editor of American Journal of Speech-Language Pathology
Krista Wilkinson, professor of communication sciences and disorders
Krista Wilkinson, professor of communication sciences and disorders at Penn State, has been named editor of the American Journal of Speech-Language Pathology (AJSLP). The mission of AJSLP, which has been online-only since 2010, is to report peer-reviewed, primary research findings concerning an array of clinically oriented topics transcending all aspects of clinical practice in speech-language pathology.
Wilkinson’s research focuses on language development, and augmentative and alternative communication intervention in individuals with severe intellectual/developmental disabilities. In much of her early work, she examined how vocabulary instruction can be improved through an understanding of processes of early word learning in children with and without disabilities.