This speaker series, held once a semester, intends to highlight
current research and professional activities in the departmental
faculty. Everyone – students, faculty, administrators, and general
public - is invited to attend.
Spring 2012
Linda Carozza, Ph.D., CCC-SLP
“Communication Groups and Quality of Life for People With Chronic
Aphasia"
Monday, March 12
2:00-3:00 p.m.
St John’s Hall, Room 347, CSD Lounge
Loss of language secondary to a stroke or other neurological
injuries generally impacts a person’s life in many ways. Overall
community re-integration is the ultimate goal of rehabilitation in
these patients. Many people with aphasia turn to aphasia community
groups for support after directive therapy has terminated.
Effectiveness of community groups and the related issue of
evidence-based practice in the community group situation are areas
of concern in the profession. This presentation will present a
review of literature, current controversies, and describe a
forthcoming investigation which will attempt to address the issues
of appropriate outcome planning in individuals with chronic
aphasia.
Fall 2011
Monica Wagner, Ph.D., CCC-SLP
“Signature Brain Waves to Speech”
Brain waves recorded to spoken words have a “signature” that is
associated with each word. Dr. Wagner has identified signature
waveforms in native-Polish and native-English adults in response to
certain words. Dr. Wagner will explain how these signature
waveforms were obtained and will discuss how such waveforms may
answer questions concerning brain processing of speech sounds in
children with language impairment as well as in typically
developing children during infant word recognition.
Spring 2011
Patrick R. Walden, Ph.D.,
CCC-SLP
“Use of Adult Learning Principles in Clinical Supervision”
Traditionally, supervision research and practice is accomplished
through a strictly pedagogical orientation in which supervisees are
viewed as learners with learning proclivities similar to those
exhibited by children. Current thinking about adult learning,
however, posits that adults acquire knowledge differently and for
different reasons than children. Approaches to clinical supervision
which view the supervisee as an adult with adult proclivities to
learn are needed to more appropriately align supervision theory and
practice with the reality of adult supervisees in terms of learning
processes and motivation for learning. This talk will describe six
assumptions which differentiate adult and younger learners and
describe an adult-oriented approach to clinical supervision which
may be used to guide students’ continued development in the
clinical learning process. The concepts covered will likely be of
interest to a wide variety of fields which routinely supervise
students for their professional training.
Fall 2010
Peggy Jacobson, Ph.D.,
CCC-SLP
“Does Bilingualism Exacerbate Language Impairment?”
Language impairment (LI) exists when children demonstrate
extraordinary difficulty in acquiring language in the absence of
cognitive, neurological, hearing, or structural deficits.
Conventional wisdom among early childhood professionals has been to
discourage dual language use for bilingual children who also show
LI. The assumption has been that learning two languages will be too
confusing for the child and potentially lead to greater impairment.
This talk will address aspects of grammatical morphology known to
be challenging for Spanish/English speakers in the early and later
elementary grades. Outcomes will be discussed in relation to the
proposed added difficulties associated with bilingualism.