Want your research study listed here? Send it to us using the Submit Research Study form.

Voice of the Providers on Wireless Technology Survey

University of Pittsburgh Department of Rehabilitation Science and Technology

Authors / Faculty: Brad Dicianno, Gina McKerman, Lindsey Morris
Contact Person: Meg Griffin
End Date: 9/28/2024

“Let’s Talk Tech: Wireless Technology Survey for Providers!”

Audience: Actively practicing occupational, physical, or speech therapists or assistants, audiologists, assistive technology professionals, vocational rehabilitation counselors, or other health or social service providers in the U.S.

Research Subject: Understanding therapy and assistive technology providers’ experience delivering interventions that incorporate clients’ use of mainstream technology.

Brief Introduction & description: We are with the University of Pittsburgh’s Department of Rehabilitation Science and Technology. The research “Voice of the Providers on Wireless Technology Survey” aims to understand therapy and assistive technology providers’ experience delivering interventions that incorporate clients’ use of mainstream technology, like smartphones, smart home tech, and wearables into interventions. If you qualify for this research, you’ll complete a 15–30-minute online survey covering demographic information, experience with MT interventions, barriers, facilitators, and education needs.

Exploring How Speech-Language Pathologists Recall Changing Demographics and Assessment Practices Related to Multicultural and Multilingual Children: A Retrospective Study

Valdosta State University

Authors / Faculty: Nadia Millsap, Matt Carter
Contact Person: Matt Carter
End Date: 3/14/2024

The purpose of the study is to better understand the current practices and barriers that are experienced during the assessment of multicultural and multilingual children. 

Inclusion criteria:

· Participants must be at least 18 years old.

· Primarily practicing as a school-based therapist.

· Must have assessed at least one multilingual or multicultural child.

Feasibility of Monolingual Speech-Language Pathologists Screening Young Spanish English Bilingual Children’s Language

MGH Institute of Health Professions

Authors / Faculty: Emilie Larrivee Assistant Professor/Doctoral Student, Mirza Lugo-Neris Assistant Professor
Contact Person: Emilie Larrivee
Link to Participate: https://redcap.link/a9vaccaq
End Date: 4/1/2024



If so, we invite you to participate in a free training and follow-up activity to help us learn more about best practices for screening bilingual children.

  • Are you a licensed speech-language pathologist working in the United States?
  • Do you consider yourself monolingual (or without native or near native proficiency in Spanish)?

Participants who complete the full study will receive a $20 Amazon gift card as compensation.

Please click the link or scan the QR code below to learn more and determine if you are eligible to participate in a free training and follow-up activity.

This Research Study has been approved by Mass General Brigham IRB effective 2/2/2024

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.