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Collaborative Language and Literacy Practices between Speech Language Pathologists and General Education Teachers

Longwood University

Authors / Faculty: Danika Pfeiffer (Towson University), Erin Wallace (Longwood University), Michelle McOsker (Rockhurst University)
Contact Person: Danika Pfeiffer
Link to Participate: https://tinyurl.com/collabslp
End Date: 2/5/2024

Are you a school-based SLP working with K-5? We want to learn about your perceptions of, and experiences with, collaborative language and literacy instruction with general education teachers. Please follow the link (https://tinyurl.com/collabslp) to complete our 10-minute research survey. We appreciate your willingness to contribute to our study!

The Effects of Emotional Resilience Training on the Quality of Life of Children Who Stutter

University of Mississippi

Authors / Faculty: Emily Williams, MA (student researcher); Greg Snyder, PhD, CCC-SLP (research supervisor)
Contact Person: Emily Williams
End Date: 9/1/2023

Good evening! I hope this message finds you well. My name is Emily Williams, and I am a graduate student in the Communication Sciences and Disorders Department at the University of Mississippi. Currently, I am working in collaboration with the team at the Laboratory for Stuttering Science, Treatment, and Advocacy Research (SSTAR Lab), led by Dr. Greg Snyder. We are reaching out to the speech-language pathologists working with children (ages 8 to 12) in our public schools for assistance with a new online emotional resilience program for children who stutter. We would be very grateful if you could forward this information to those in your state through WVSHA at your earliest convenience, or if you could direct us to a WVSHA committee member who may be able to assist with that. If you have any questions at all, please feel free to reach out.

Thank you so much!

Emily Williams


Dear Speech Language Pathologist,

Good day! My name is Emily Williams, and I am a graduate student in the Communication Sciences and Disorders Department at the University of Mississippi. Currently, I am working in collaboration with the team at the Laboratory for Stuttering Science, Treatment, and Advocacy Research (SSTAR Lab). I hope this message finds you well.

I am contacting you regarding a study we are conducting called “Effects of Emotional Resilience Training on the Quality of Life for Children Who Stutter.” As the study’s title implies, this research focuses on the emotional experience of children who stutter and seeks to develop a curriculum to improve their resilience when confronted with social dominance behavior (i.e., “bullies”). It is a 7-week online program covering 12 lessons that last 15-20 minutes, each, with pre- and post- surveys to measure the program’s efficacy.

We are looking for children ages 8 to 12 who stutter for this initial study. If you know of anyone who may fit those requirements and be interested, please consider sharing this information with them and their families. You may find out more about the project through our webpage https://csd.olemiss.edu/Resilience/. Interested participants and their families may view additional information about the program and begin our eligibility verification process through this Qualtrics survey:  https://uofmississippi.qualtrics.com/jfe/form/SV_9TeCnyqOZepel5c.

This study has been reviewed by The University of Mississippi’s Institutional Review Board (IRB) #23-023. All participation is voluntary and may be withdrawn at any time. If you have any questions, concerns, or reports regarding research participant rights, please contact the IRB at 662-915-7482.

If you are interested, I may send a flier of our study as well as our consent form for parents to share with students and their families. Of course, I would be happy to answer any questions you may have about the study. You are welcome to contact me or my research supervisor, Dr. Greg Snyder, at Resilience@olemiss.edu. Thank you for your consideration!


Emily Williams

Graduate Assistant | Graduate Clinician
The Laboratory for Stuttering Science, Treatment, and Advocacy Research (SSTAR Lab)
The University of Mississippi
Department of Communication Sciences & Disorders 

Evaluation Perceptions and Practices for Preschoolers Who Are Deaf/Hard of Hearing Using Listening and Spoken Language

The University of Alabama

Authors / Faculty: Kameron C. Carden, MA, CCC/SLP, LSLS Cert. AVEd. & Robin McWilliam, Ph.D.
Contact Person: Kameron C. Carden
End Date: 3/15/2023

We are seeking information from special education practitioners, including school-based speech-language pathologists, special education teachers, early childhood special education teachers, and teachers of the deaf, regarding how they evaluate and determine initial special education eligibility for preschoolers who are deaf or hard of hearing (DHH) using listening and spoken language (LSL) as their communication mode. We recognize that hearing loss is a low-incidence disability. Respondents do not need to have evaluated a preschooler who is DHH to complete the survey. Rather, evaluating preschoolers for special education eligibility determinations should be part of their responsibilities, so that the respondent may encounter this situation in the future.

This study has IRB approval through the University of Alabama. The anonymous survey should take the respondent approximately 15-25 minutes to complete. The information from this survey will help us understand how preschoolers who are DHH using LSL are evaluated and considered for initial special education eligibility, which could help drive evidence-based assessment practices for children who are DHH. 

Current Practices of Stuttering Services in School-Setting: A Mixed-Method Investigation

Fort Hays State University

Authors / Faculty: Dr. Yan Ma, Ellen Durst, Cassidy Haufler, Alexandria Karlin
Contact Person: Alexandria Karlin
End Date: 2/29/2024

Our study “Current Practices of Stuttering Services in School-Setting: A Mixed-Method Investigation” explores the educational and clinical preparedness of school-based speech-language pathologists working with students who stutter. This study was approved by the IRB committee at Fort Hays State University (Reference number 23-0058). Our goal is to bring awareness to this area in our field of study, as stuttering is often ranked as the least competent area to assess/treat by practicing SLPs.

All school-based SLPs are qualified for participation. Participants are asked to complete an online survey which may take an average time of 15-20 minutes. The survey asks questions regarding current practices on stuttering services in school settings regarding caseload, assessment, treatment, collaboration, continued education, and service delivery.

All submissions received from eligible participants will be entered in a random drawing to win one of ten $100 gift cards.

We greatly appreciate everyone’s participation in our study, thank you!

Survey of Speech-Language Pathology Services Provided to Individuals with Intellectual Disabilities

University of Nebraska- Lincoln

Authors / Faculty: Claire Gatewood (Graduate Student Investigator) Dr. Judy Harvey (Thesis Advisor)
Contact Person: Claire Gatewood
End Date: 12/16/2022


Hello! A graduate student and faculty in the Department of Special Education & Communication Disorders at the University of Nebraska- Lincoln are seeking to examine speech-language pathology services provided to individuals with intellectual disabilities. The study is online and will take approximately 15–30 min to complete. This research project was reviewed and approved by University of Nebraska- Lincoln’s Institutional Review Board. Anyone who completes the survey by December 16th, 2022 will be entered into a raffle for a $25 Amazon gift card.

Inclusion criteria:

Speech-language pathologist who are within the United States, primary language is English, and at least 19 years or older.

Please click the link to access the survey:


Please let us know if you have any questions. Thank you in advance for your consideration!


Claire Gatewood, Graduate Student Investigator (charper26@huskers.unl.edu)

Dr. Judith Harvey, Thesis Advisor (judy.harvey@unl.edu)

Department of Special Education & Communication Disorders

University of Nebraska- Lincoln

Introduction to the Components of Goal Writing

West Virginia University & LinguaCare Associates, Inc.

Authors / Faculty: Allison Rosborough & Jayne Brandel
Contact Person: Allison Rosborough
End Date: 11/15/2022

You have an opportunity to earn free CEUs by completing a self-paced, online tutorial titled “Introduction to the Components of Goal Writing.” This professional development activity will provide information related to IEP goal writing as we teach you to use the Goal Evaluation Tool (GET) through an interactive online training platform. This professional development activity is part of a research project to evaluate whether the interactive online experience is an effective mode for professional learning.

Audiological Diagnosis and Management of Hyperacusis in the United States

The University of Texas at Dallas

Authors / Faculty: Dr. Kelly Jahn, AuD, PhD; Chelsea Koach, B.S.
Contact Person: Chelsea Koach
End Date: 1/31/2023

Given the lack of evidence-based protocols for the diagnosis and management of hyperacusis, there is a pressing need to understand what audiologists actually do when patients with reduced sound tolerance seek evaluation and treatment at their clinics. In this survey study, we seek to understand the current trends surrounding audiological testing and intervention for hyperacusis in the United States (US). This information will provide a crucial first step toward the development of systematic, evidence-based clinical protocols for working with patients that have difficulty tolerating sound.

It is expected that the full survey will require less than 30 minutes to complete. The survey is anonymous. Upon completion of this survey, you may choose to enter a raffle to win one of five $50 Amazon gift cards.

If you have any questions please contact the Principal Investigator, Kelly Jahn, AuD, PhD, at neuro-aud-lab@utdallas.edu.

This study has been reviewed and approved by The University of Texas at Dallas Institutional Review Board. If you have questions about your rights as a study participant or want to report a research related concern, you may contact The University of Texas at Dallas Human Subjects Research Office at (972) 883-4575.

Speech-Language Pathologist Service & Provider Survey (SPS)

University of Iowa

Authors / Faculty: Lindsey Carter, Elizabeth Walker
Contact Person: Lindsey Carter
End Date: 6/1/2022

We invite you to participate in a research study being conducted by investigators from The University of Iowa.

The purpose of the study is to collect survey information on the professional preparation of speech-language pathologists in the area of aural rehabilitation for children (i.e., birth to 18 years). Studies like this one are important in providing insight into current professional preparation to best serve the deaf and hard of hearing (DHH) patient population.

If you agree to participate, the project will involve completing an online electronic survey that may take 10-15 minutes to complete. The survey will include questions that focus on demographic characteristics, region, professional preparation, and comfort levels of performing tasks in aural rehabilitation. Open-ended questions are provided to allow you to expand on your responses or to add comments. You are free to skip any questions that you prefer not to answer.

You will not receive any direct benefits from participating in this study. Findings from the proposed study might benefit speech-language pathologists in the future by adding to the existing literature on understanding professional preparation for speech-language pathologists in aural rehabilitation. Participants may choose to submit an email address to be entered into a drawing for one of twenty $15 gift cards to Amazon. Submission of an email address is not required if the participant does not wish to be entered in the raffle.

Information obtained during this study which could identify you will be kept strictly confidential. The summarized findings with no identifying information may be published in an academic journal or presented at a scholarly conference. Your confidentiality will be maintained to the degree permitted by the technology used. Specifically, no guarantees can be made regarding the interception of data sent via the Internet by any third parties.

Taking part in this research study is completely voluntary.  If you do not wish to participate in this study, you are free to withdraw from participation at any time or to choose not to participate at all, and by doing so, you will not be penalized or lose benefits to which you are otherwise entitled.

If you have questions about the rights of research subjects, please contact the Human Subjects Office, 105 Hardin Library for the Health Sciences, 600 Newton Rd, The University of Iowa, Iowa City, IA  52242-1098, (319) 335-6564, or e-mail irb@uiowa.edu.

We encourage you to ask questions.  If you have any questions about the research study itself, please contact: Lindsey Carter or Elizabeth Walker at lindsey-carter@uiowa.edu or (319)467-4304 in the Department of Communication Sciences and Disorders at the University of Iowa.

Thank you very much for your consideration of this research study.

Graduate SLP Programs Toward SLP Preparedness for Working with Trans Populations

Syracuse University

Authors / Faculty: Stephanie McMillen, PhD, CCC-SLP
Contact Person: Alex Middleton
End Date: 5/6/2022

The Diversity in Language & Literacy (DILL) Lab at Syracuse University is currently recruiting Speech Language Pathologists and SLP clinical fellows in the US to participate in a new research study: Graduate SLP Programs Toward SLP Preparedness for Working with Trans Populations. The purpose of this research study is to evaluate the knowledge SLPs in the US currently have regarding working clinically with Transgender clients. No prior experience working with Transgender populations is necessary! 

To participate in this study, SLPs will take a 15 minute survey about their SLP education and training for working with Transgender populations, including their clinical experiences and cultural knowledge of Transgender populations. To be eligible, participants must be age 18 or older and currently practicing as an SLP or SLP Clinical Fellow in the United States. Participants will be entered into a raffle with an anticipated 1 in 5 chance of winning a $10 Amazon egift card. 

School SLPs’ Identification of Language Disorders in Kindergarten Children

University of Kansas

Authors / Faculty: Mollee Sultani, MA, CCC-SLP and Holly Storkel, PhD, CCC-SLP
Contact Person: Mollee Sultani
End Date: 5/7/2022

School SLPs: share your experience on identifying language concerns! We know that it can be difficult to navigate the challenge of identifying language concerns in kindergarteners. We’re interested in better understanding how SLPs approach this challenge. You can help us by taking a short online survey (~10 min) for a study on kindergarten language screening. We will use the survey results to identify common barriers and solutions to improve identification of language impairment. Access the survey here: https://kusurvey.ca1.qualtrics.com/jfe/form/SV_0IllRpvjA9HxA22

If you have questions, please contact the researcher, Mollee Sultani, MA, CCC-SLP, PhD Candidate at the University of Kansas, at mollee@ku.edu. This study has been approved by the University of Kansas Human Research Protection Program.