Newsletter 12_7_06 rev - Arizona State University

December 2006 

Department of Speech and Hearing Science 

Message From the Chair 

Welcome to our annual Newsletter! We are excited to share 

some of our news from the past year with you. It has been an 

eventful year – we hope you enjoy reading about it. 

Arizona State University 

We continue with the two alumni sections we introduced last 

year – alumni features and alumni updates. This year in our 

features section, we spotlight three outstanding alums: Dr. René 

Gifford, Julie Kleinheinz, and Tara Moore. The updates section 

provides a brief account of what some of our other alums have 

been doing since graduation. We would love to hear from more 

of you, and I know your fellow alums would like to hear from 

you, too. Please visit the alumni page of our department website 

(http://www.asu.edu/clas/shs/alumni.html) and use our convenient alumni update form to let us 

know what you have been doing lately. 

We are pleased to introduce you to several new members of our department: Karen Wheeler is an 

assistant professor with an expertise in voice and swallowing, Addie Lafferty is a research associate 

in early literacy. Miriam Garlant is a clinical assistant professor in speech-language pathology, 

Julie Stylinski and Donna Leff are new lecturers in our ASL program. We have two new support 

staff. Megan Firchau is the administrative secretary for our clinic and Marge Kopczynski is our 

new grants and contracts coordinator. You’ll find information about each of them inside our newsletter. 

Marge’s position is a new one, and is the result of our department’s success in obtaining 

external funding for our many research programs. In the past two years, our annual research expenditures 

have increased from about $1.6M to $3.3M – a phenomenal achievement given the 

heightened competition nationwide for research grants. 

After more than 25 years of dedicated service to the Department of Speech and Hearing Science, 

Pam Perling retired this past spring. At our annual awards ceremony in April, Pam was presented 

with a watch and plaque from the university to commemorate her 25 years of service. She was 

also awarded a plastic tow truck from the department, in appreciation for her diligent watch over 

our limited clinic parking… In May, the department threw a surprise luncheon in her honor, and 

presented Pam with a digital camera and other memorabilia. 

As most of you know, Professor Jim Case died this past year after a long and courageous battle 

with severe primary pulmonary hypertension. Jim was an extraordinary person who touched our 

lives in many special ways. To honor and celebrate his memory, we have launched an annual 

workshop that will be held each fall semester. Some information about this year’s workshops (one 

on voice, one on hearing aids) can be found in the newsletter. The proceeds from the annual workshops 

will be invested in the James Case Speech and Hearing Scholarship, which supports graduate 

students in speech-language pathology. If you would like more information about the workshop 

or how to contribute to the scholarship, please visit our department website at http:// 

www.asu.edu/clas/shs. 

As always, we look forward to hearing from you and would especially love to have you visit the 

department. If you haven’t been here for a few years, I think you’ll be truly amazed at what you’ll 

find.

Faculty News 

Professional 

Enhancement Program 

The Professional Enhancement Program (PEP) is an exciting new program within our department to meet the critical need for more speechlanguage 

pathologists in the public schools. Through a grant from the Arizona Department of Education, the department is able to offer a 

master’s degree program in speech-language pathology for professionals working or interested in working in the public schools. It is designed 

for students holding a bachelor’s degree in speech and hearing science or the equivalent and working in an Arizona public school. 

The program can be completed in three years while working full- or part-time in the public schools. Classes will be held late afternoons and 

early evenings (beginning at 3:40pm). PEP clinical practicum hours are acquired in the public school work setting, ASU’s Speech and Language 

clinics, and hospital settings in the Phoenix metropolitan area. Clinical training includes hours with children and adults as required 

by ASHA; the clinical training is supervised by an ASHA-certified SLP and coordinated by an ASU faculty member. PEP students are 

master’s students in the Department of Speech and Hearing Science. 

Information and applications to the Professional Enhancement Program can be found at our website http://www.asu.edu/clas/shs/progpep.html 

. We are looking forward to providing more highly qualified speech-language pathologists for Arizona’s public school children. 

Turkey Trip 

Cathy Bacon and Jean Brown, clinical faculty at Arizona State University, traveled to Turkey 

this past April to present a workshop entitled “Speech and Language Intervention for 

Young Children”. Jean and Cathy were guests of the DİLKOM Education, Research and 

Training Center for Speech and Language Disorders, Anadolu University in Eskişehir, Turkey. 

Speech-language pathology 

is a relatively new discipline in 

Turkey, with a total of seven certified 

SLPs in the entire country. At 

Anadolu University Dr. Seyhun 

Topbaş, Dr. İlknur Mavis and Dr. 

Ibrahim Diken teach and train 

master’s and doctoral students to 

become speech-language pathologists 

and provide speech/language 

services for all of Turkey. 

Anadolu University is a modern, 

vibrant university and the facilities at the DİLKOM center were beautiful; but by far the most overwhelming aspect of the trip was the people. 

The faculty, staff and students at Anadolu University were so generous and gracious. It was a trip of a lifetime, and we hope the beginning 

of a life time of friendship and collaboration between our programs. 

Tribute to Dr. Jim Case 

A Bride to Amazement 

By Jean Brown 

Page 2 

That day was like any other day. Yet, it was unlike any other day. For on that day I visited 

my mentor, my teacher, and friend, Dr. James Case for perhaps the last time this side of 

eternity. In an e-mail I had requested a favor of him, which he had agreed to do; he also 

asked a favor of me — to bring his papers to his home because he didn’t think that he 

would make it over to ASU again. I took what remained of my dear friend’s papers from 

his office and took them to his home. He was entering the final stages of his life by going 

into hospice. 

The poem entitled When Death Comes, by Mary Oliver, beautifully describes what I believe 

Dr. Case’s life and death are about. He was and is a “bride to amazement.” Dr. 

Case’s amazement was evident in the way he loved his church, his wife, his children and 

grandchildren, his friends, students, and his profession-especially his love for the beauty 

and wonder of the human voice. His voice was silenced, but as one of those friends he 

loved so well, I wanted to take this opportunity to pay tribute to him by saying that Dr. 

Case did not “end up simply having visited this world.” He took the world into his arms 

with a warm embrace and he changed the lives of so many people with his humble and 

unassuming presence.

Faculty News cont. 

At the end, he was not angry at anyone and 

did not know of anyone who was angry 

with him. He was not frightened; he welcomed 

the promise and possibility of 

death. Perhaps, this is the greatest and 

finest lesson to glean from this mentor/ 

teacher-that of living and dying well. I 

have the utmost respect for him as a professor, 

and as a friend. He earned and deserves 

the title “Dr.” For 18 years he has 

gently chided me for calling him “Dr. 

Case” because I would not call him “Jim.” 

Dear friend I want to honor this request 

now by saying: “I love you Jim, and I will 

miss you. 

Social Embeddedness 

Award 

The President’s Medal of Social Embeddedness 

was awarded to the Tempe 

Early Reading First Partnership. This program 

is a collaborative effort among 

ASU’s Department of Speech and Hearing 

Science, Maricopa County Head Start, 

Tempe Elementary School District, and the 

Arizona Literacy and Learning Center, 

dedicated to improving the early literacy 

skills of children from low-income families. 

The partnership strives to achieve this 

goal through various efforts including: 

preparing children for kindergarten by 

encouraging the language, cognitive, and 

early literacy skills needed to ensure success 

and prevent reading difficulties, by 

educating preschool teachers regarding 

professional development and assessment 

of children’s progress and by providing 

necessary materials for classrooms and 

introducing early literacy and math curricula. 

The award recognizes those that have contributed 

to creating and fostering mutually 

supportive partnerships with Arizona communities 

that demonstrate excellence in 

identifying needs or issues in the community 

and ameliorating them through implementing 

successful solutions. 

The team members from ASU’s Department 

of Speech and Hearing Science include: 

Shelley Gray, Catherine Otto, M. 

Adelaida Restrepo, Linda Shadley, Suzanne 

Stellino, Mary Towle-Harmon, Catherine 

Wennerstrom, Jacquelyn Williams, 

and Randi Schechter Retkinski. 

Community participants include: Terry 

Doolan, Arizona Department of Education; 

Marjorie Jones and Deborah Kendall, Arizona 

Literacy and Learning Center; Maria 

Munoz, Maricopa County Head Start; Andrea 

Colby, Tempe Elementary School 

District No. 3; and Kim Burch, Tots 

Unlimited. 

Congratulations! 

New Faculty 

The Department of Speech and Hearing Science 

hired five new faculty and two new staff 

members this year. We are very excited to 

have them as part of our program. 

Karen Wheeler, Ph.D. 

Dr. Wheeler joins the faculty after completion 

of her doctoral work at the University of 

Florida. She is currently 

acquiring equipment and 

piecing together the swallowing 

and speech physiology 

lab where, in collaboration 

with colleagues 

at the University of Florida 

and Purdue University, she 

will conduct research related 

to the interaction 

between swallowing and 

breathing, as well as neural changes that 

occur with exercise and training in the adult 

central nervous system. Dr. Wheeler is a 

devoted fan of Gator football, and a triathlete, 

having completed her first “tri” in 

July of 2006. 

Addie Lafferty, Ph.D. 

Dr. Addie Lafferty is a graduate of the ASU 

Speech and Hearing Science Department 

where she completed her 

Ph.D. in 2006. She is a 

Faculty Research Associate 

and the Coordinator 

of an IES Preschool Curriculum 

Grant examining 

ways to promote language 

and early literacy 

skills in preschool children 

with special needs. 

She is also a clinical supervisor in a Toddler 

Playgroup at the Infant Child Research Programs. 

Her research interests include early 

literacy development in at-risk children and 

Page 3 

children with special needs, teacher and staff 

training models, preschool curriculum development 

and implementation, and translational 

research in classroom settings. 

Miriam Garlant-Byler M.S. 

For the past eleven years, Mrs. Garlant-Byler 

has worked with children who are English 

language learners in school and preschool 

settings. She has public 

school experience 

as an elementary 

school teacher and 

bilingual SLP. Mrs. 

Garlant-Byler also 

worked for ASU as a 

faculty research associate 

for the Infant 

Child Research Programs (ICRP) in the Department 

of Speech and Hearing Science. 

This year, Mrs. Garlant-Byler joins the clinical 

faculty as an assistant professor and is 

launching a new clinical practicum that specializes 

in providing bilingual/bicultural 

speech-language services in a public school 

setting. 

Meghan Rochat Naddy Firchau 

Meghan Firchau joined our administrative 

staff at the end of October as an administrative 

secretary for the Speech and Hearing 

Science Clinic. She is a long-time resident 

of the Phoenix Metropolitan 

area, and she 

comes to us from the 

Arizona Supreme 

Court-Foster Care 

Review Board. In her 

former role, she completed 

semi-annual 

reviews of 500 foster 

care cases for children 

in the Gila and Maricopa Counties, and provided 

assessment reports to the presiding 

juvenile court judges. Prior to these activities, 

Meghan served as a Child Abuse Prevention 

Specialist with Southwest Human 

Development, and she completed her social 

work internship with Child Protective Services 

as a Student Case Manager. In addition 

to her professional career, she is an avid 

reader and sewer, and enjoys fabric and paper 

arts. 

Donna Jo Leff, 

Donna Leff joined our faculty in August as a 

lecturer in America Sign Language (ASL) at 

ASU. She comes to us from Atlanta where


she worked full time at the Atlanta Area 

School for the Deaf as a behavioral specialist, 

teacher, and 

outreach coordinator. 

Previously, 

Donna served as 

Director of EducationalResources 

Center on 

Deafness, Southeast 

Region, for 

Gallaudet University 

and as 

Community Outreach Coordinator for the 

Georgia Council for the Hearing Impaired. 

In addition to her professional career, 

Donna has acted in several theatre performances 

and video productions which will no 

doubt enhance her work with our ASL Program. 

Julie Stylinski, 

Julie Stylinski is a Deaf ASL lecturer at 

ASU. Her research 

focuses on American 

Sign Language 

(ASL) and Deaf 

Culture. She involves 

herself in the 

Deaf Community 

working with various 

interpreters and 

instructors. Prior to 

joining us here at ASU, Julie was an ASL 

instructor at Mesa Community College 

(MCC) for about seven years. Julie also loves 

to read and cook. 

Marge Kopczynski 

Marge Kopczynski brings over 20 years of 

experience in program 

management to the department. 

She has been involved 

with health-related 

research and program 

evaluation since 1990, and 

has an M.A. in Psychology. 

While born in Chicago into 

a Cubs-loving family, she 

grew up on several Native 

American reservations. Her work experience 

has included the Navajo Nation, Pueblo of 

Laguna, and other tribal organizations. Most 

recently, she was with the University of New 

Mexico. 

New Grant Funding 

Bacon, S.P. (Principle Investigator). Professional 

Enhancement Program for SLP. 

Duration: 7/1/06-6/30/11. Amount: 

$630,000. 

This is a contract from the Arizona Department 

of Education. The goal is to 

increase the number of master’s level 

speech-language pathologists practicing 

in the Arizona public schools. 

• • • • • • • 

Brown, C.A., (Principle Investigator) & 

Bacon, S.P., (Co-investigator). The effect 

of inter-aural differences of time on 

speech intelligibility in simulated cochlear 

implant listening. Duration: 

11/1/06-12/31/06. Amount: $20,000. 

This is a grant from the National Organization 

for Hearing Research Foundation. 

The goal is to determine whether interaural 

differences in time in the lowfrequency 

region can improve speech 

recognition under conditions of simulated 

electric-acoustic listening. 

• • • • • • • 

Gutierrez-Clellen, (Principle Investigator) 

& Restrepo, M.A., (Co-investigator). 

Vocabulary and oral language for academic 

readiness for preschool children 

with language disorders (2006-2009). 

Institute of Educational Sciences. Duration: 

6/1/06-5/30/09. Amount: 

$1,425,540.00 

The primary purpose of this project is to 

develop a vocabulary and mean length of 

utterance intervention for Spanishspeaking 

children with language disorders. 

This grant will evaluate whether the 

intervention is effective in developing 

oral language skills in these children and 

it will be compared to a math intervention 

to control for small group instruction 

time. Moreover, the grant will evaluate 

whether the intervention is more beneficial 

when it is provided in a bilingual 

condition than when it is provided in an 

English-only condition. 

• • • • • • • 

Wilcox, M.J. (Principal Investigator) & 

Gray, S. (Co-Principal Investigator). 

Page 4 

The Development and Efficacy of a Curriculum-Based 

Language and Early Literacy 

Intervention for Preschool Children 

with Developmental Disabilities. U.S. 

Department of Education, Institute for 

Education Sciences. Duration: 7/1/2006- 

6/30/2009. Amount: $1,470,485. 

The primary purpose is to discover the 

best ways to promote oral language and 

emergent literacy skills for children with 

disabilities during their pre-kindergarten 

year and examine any potential impact on 

their early literacy skills in kindergarten 

and first grade. Secondary purposes are to 

examine factors that influence children’s 

response to the interventions, professional 

development and intervention fidelity, 

and the perceived value and feasibility 

of the interventions from the perspective 

of the preschool classroom personnel. 

• • • • • • • 

Wilcox, M.J. (Project Director) & 

Swadener, E. (Project Co-Director). Interdisciplinary 

Doctoral Training focusing 

on Families and Their Young Children 

with Disabilities in the Southwest 

Borderlands. U.S. Department of Education, 

Office of Special Education Programs. 

Duration: 1/1/2007-12/30/2010. 

Amount: 799,850 

This doctoral training program addresses 

the need for interdisciplinary faculty who 

are equipped to prepare future personnel 

and conduct research that can contribute 

to, and guide, scientifically-based practices 

for families and their young children 

with disabilities during the early childhood 

years. In addition to the focus on 

early childhood, the program content 

includes an emphasis on the cultural and 

linguistic diversity (CLD) commonly 

represented in the Southwest borderland 

states (e.g., American Indian and Hispanic 

families, Spanish-speaking families, 

new immigrant families, and a population 

associated with movement back 

and forth across international borders). 

While common throughout the U.S., 

these issues are intensified in Southwest 

border states, such as Arizona, which in 

turn affords the opportunity for in-depth, 

field-based research and training experiences 

to promote an understanding of


evidence-based practices for these populations. 

A problem-based learning format will be 

used as a framework for students to obtain 

a full and rich understanding of key 

problems in early childhood special education 

and related services, brainstorm 

solutions collaboratively with those in the 

field and with diverse families, and ultimately 

design and implement an interdisciplinary 

research project that is focused 

on elucidating identified educational or 

Events 

Department Colloquium 

Series 

The Department of Speech and Science is 

proud to offer a Colloquium Series that 

aims to provide new presentations 

monthly. Presentations from this past year 

included: 

Friday, February 17th, 2006 

10:40 - 11:30 am 

"Exemplar-Based Speech Representation” 

Prof. Greg Dogil, visiting professor from 

Stuttgart, Germany 

Friday, February 24th, 2006 

Noon - 1:00 pm 

"Common Modes of Vocal Tract Articulation 

for Vowels" 

Dr. Brad Story, University of Arizona, 

Tucson 

Friday, March 31st, 2006 

11:00 am – Noon 

"New Approaches for Recording the ABR 

in Newborns" 

Dr. John Ferraro, University of Kansas 

Medical Center, Kansas City, KS 

service delivery problems. The Project 

aims to graduate 8 doctoral-level faculty 

who have an emphasis in early intervention, 

early childhood special education, or 

speech-language pathology with a focus 

on early childhood. Instructional activities 

include a focus on problem-based 

learning, building relationships and learning 

within the context of such relationships, 

while also modeling and facilitating 

reflection as a central strategy for 

ongoing integration of new knowledge 

Friday, April 21st, 2006 

Noon - 1:00 pm 

"Why Timing Matters in Talking" 

Dr. Laurence White, University of Bristol, 

United Kingdom 

Wednesday, October 11th, 2006 

11:30 — 12:30 

"Comparing Speech Perception Abilities of 

Pediatric Cochlear Implant or Digital 

Hearing Aid Users" 

Lisa S. Davidson, Central Institute for the 

Deaf at Washington University 

SHS Professional 

Development Series 

In honor of Professor Jim Case, a respected 

and loved man who touched many 

lives here at ASU, an annual workshop 

was initiated this year by the Department 

of Speech and Hearing Science. 

The SHS Professional Development Series 

launched on October 7 th , consisted of 

two workshops: Management of Voice 

Disorders and The Dynamics of Compression. 

Management of Voice Disorders 

targeted functional dysphonia, including 

information on evaluation and treatment, 

instrumental and non-instrumental assessment, 

and instruction on methods for management 

of the disorder. 

and skills as well as evaluation. Anyone 

who is interested in information about the 

program should contact Dr. Wilcox 

(mjwilcox@asu.edu ) 

The Dynamics of Compression targeted 

amplitude compression in 

hearing aids: demonstrating 

the effect of compression 

parameters and adjusting 

those parameters 

according to speech recognition, 

speech quality and 

patient complaints. 

The proceeds from the workshops went to 

the James Case Speech and Hearing Scholarship 

fund. Both workshops were a success. 

Thank you to all who participated! 

Page 5

Events cont. 

Homecoming 

The department participated in the ASU homecoming block party on October 21st, 2006. 

We had a display table along with other units from the College of Liberal Arts and Sciences 

with posters and literature about our research, clinic and undergraduate NSSLHA 

program. In addition, we provided a table with ten optional games for children and parents 

to participate in and an area for necklace making. Necklace making seemed to draw the 

biggest crowd as the kids had a blast! Eleven NSSLHA students participated in the event 

to make it a success. Sid and Cathy Bacon, David and Kelly Ingram, Jeanne Wilcox, 

Dawn Cosgrove Greer, Shelley Gray and Cissy Longmore represented the department. 

Alumni Updates 

Enjoy reading about some of your fellow 

alums in the next two sections, and please 

visit our website soon to share some of 

your stories with us. We really want to 

hear from you! 

Dusty Jensen 

I'm working part-time as an audiologist 

in an ENT office. I just had my second 

son, Brody, 2 weeks ago. So for now, I 

am staying at home with my boys (older 

son, Caleb, is 2). I'm working on my 

AuD through the Arizona School of 

Health Sciences. 

Anna (Grisolano) Strow 

I am currently staying home raising two 

boys, Andrew (2) and David (4 months 

old) Everyday I am in awe of their 

"typical" speech and language development. 

We are enjoying being back in 

Phoenix after living in San Francisco for 

5 years. I look forward to going back to 

work as an SLP when the boys are a bit 

older. 

Ashlie Warren Peters 

I graduated in 2003. Since then I moved 

to New Hampshire with my husband, 

Tim, had two kiddos, Paloma (3 yrs.) 

and Calvin (21 months), and am expecting 

baby number three in January! Since 

September 2003 I have been working at 

a small local hospital in an outpatient 

clinical setting serving adults and pediatric 

neurogenic clients. Now, I am in the 

process of starting up my own private 

practice! 

Suzy Stellino 

I have really enjoyed my CFY experience 

so far at Kindred Hospital in Phoenix 

and Scottsdale. It's an acute care 

hospital where my caseload is about 

75% swallowing and 25% language/ 

cognition. 

Often, our patients come from an ICU 

unit (I've gotten patients from fellow 

classmates!) and are treated until they 

are more medically stable and can be 

discharged to an SNF, acute rehab, or 

home. It can be intimidating working 

with such critically ill patients, many of 

which are on trach/vent. We work very 

closely with the respiratory therapists. 

Working at Kindred is a perfect fit for 

me, as I really enjoy acute care (no therapy 

planning for 60 minutes!). We see 

patients for as long or short as needed. 

It's not an 8-5 job...my days vary based 

on the number of patients I have to see 

that particular day. Unfortunately, my 

CFY supervisor had to abruptly go on 

medical leave so I am now the main SLP 

at both the Phoenix and Scottsdale hospitals 

(with the help of some contract 

SLPs). She is always available by phone, 

though. Not your typical CFY experience!! 

I do miss seeing my fellow SHS classmates. 

Hope everyone is doing well!! 

Page 6 

Katy (Swanson) Blessum 

Hello fellow ASU Alumni! It's hard to 

believe it's been over three years since 

graduation. It honestly seems like just a 

few weeks ago, everyone in my class 

was crammed in that fabulous "lounge" 

eating a quick bite before our evening 

classes. Class of 2003 was a phenomenal 

group of people and I am so thankful 

I had the opportunity to attend graduate 

school with each and every one of them 

(you great people know who you are!) 

Everyone was so supportive of each 

other. Fortunately, many of us continue 

to keep in touch and we try to get together 

for mini reunions when we can. 

It's wonderful to have an amazing support 

system like the friends I made at 

ASU, on a professional and personal 

level. I have many fond memories of 

people from ASU and places around 

campus where we would study AND 

unwind! Teachers and staff near and 

dear to me were Cathy, Dawn, Dr. Liss, 

Kelly, and of course, Cissy and Pam 

(they DO run the show!) 

I currently work for a private practice 

three days a week, treating toddler to 

school age children with a variety of 

speech and language disorders. Working 

part time allows me to spend more 

time at home with the loves of my life, 

my husband, Brandon and 9 month old 

son, Gunnar.

Alumni Updates cont. 

Barb (Moss) Bloom 

Can't believe that it's been 29 years since 

I finished the master's program at ASU 

in communication disorders. Still practicing 

in the field. Will never forget 

faculty, friends and the good times. 

Also, so sorry to hear about Jim Case--- 

Alumni Features 

Dr. René Gifford 

I received my B. S., 

from Arizona State 

University, M.S. 

from Vanderbilt University, 

and my Ph. 

D. from Arizona 

State University with 

Dr. Sid Bacon as my 

mentor in psychoacoustics. 

I also had 

a unique opportunity to write an NIH F32 

postdoctoral fellowship grant to stay at 

Arizona State University for further study 

with Dr. Michael Dorman in the Cochlear 

Implant Research Laboratory. 

I am currently working at the Mayo Clinic 

in Rochester, MN. I was hired as the Assistant 

Director of the Cochlear Implant 

Program on temporary overstaff until the 

current director (Dr. Jon Shallop) retires in 

2 years. My position provides a 50% research 

appointment to continue my study 

of low frequency auditory processing and 

speech recognition abilities of cochlear 

implant patients combining electric and 

acoustic stimulation. My position here at 

Mayo also holds clinical and administrative 

components. My clinical responsibilities 

are primarily focused in the cochlear 

implant program including pre-implant 

evaluations, intraoperative monitoring, 

initial activations, and follow up programming. 

Administrative responsibilities include 

service on the Research, Education, 

and Clinical Practices Committees as well 

active involvement with the Cochlear Implant 

Team. 

I am a current member of the American 

Speech-Language-Hearing Association, 

Acoustical Society of America, American 

Auditory Society, and the American Academy 

of Audiology. I also serve as a reviewer 

for a number of professional jour- 

he was my "advisor" and just an overall 

wonderful man. 

Erin Maloff, M.S., CCC-A 

I hope this finds the ASU Alumni Community 

well. For those of you who didn't 

know, I am back in school this year. 

I am excited to report that this fall I have 

nals including JASA, Ear and Hearing, and 

Hearing Research. 

I have a number of manuscripts currently 

in review. Those include the following: 

Gifford, R. H., Dorman, M. F., Spahr, 

A. J., and Bacon, S. P. (in press). Auditory 

function and speech understanding in listeners 

who qualify for EAS surgery. Ear 

Hear. 

Gifford, R.H., Dorman, M.F., Spahr, A.J., 

and McKarns, S.A. (in review). The effect 

of digital frequency compression (DFC) on 

speech and melody intelligibility in candidates 

for a partial-insertion cochlear implant. 

J. Speech Lang. Hear. Res. 

Gifford, R.H., Bacon, S.P., and Williams, 

E.J. (in press). An examination of speech 

recognition in a modulated background 

and of forward masking in younger and 

older listeners. J. Speech Lang. Hear. Res. 

Gifford, R.H., Dorman, M.F., Spahr, A.J., 

and McKarns, S.A. (in review). Combined 

electric and contralateral acoustic hearing: 

word and sentence intelligibility with bimodal 

hearing. J. Speech Lang. Hear. Res. 

Dorman, M.F., Spahr, A.J., Gifford, R.H., 

Holden, T., Skinner, M., Finley, C., 

Loiselle, L., and McKarns, S.A. (in review). 

An electric frequency-to-place map 

for a cochlear implant patient with nearnormal 

hearing in the non-implanted ear. J. 

Assoc. Res. Otol. 

Page 7 

started working towards my Ph.D. in 

Audiology at Vanderbilt University. If 

you find yourself in Nashville sometime 

soon be sure to drop by and say hello! 

My husband, Branden, and I have been 

married for 11 years and have three very 

active boys named Levi (8), Jacob (5), and 

Aidan (2). We enjoy all sorts of activities 

including biking, hiking, and soon to be 

enjoying sledding, skiing, and snowmobiling 

here in MN. One of my favorite hobbies 

is teaching group fitness classes which 

I have managed to continue for the past 14 

years. I am an AFAA and Les Mills certified 

instructor teaching BodyPump, spinning, 

step, and kickboxing. 

We’ve all been drawn to this field for a 

particular reason or interest. My experience 

has been that speech-language pathologists 

and audiologist are generally 

altruistic, caring individuals. If we can 

remember our purpose for being in this 

profession, it makes all those little annoying 

aspects of our daily work that much 

easier. 

Julie Kleinheinz 

I attended the University of Wisconsin – 

Madison, studied abroad in Madrid, Spain 

my junior 

year, and 

graduated in 

1995 with a 

B.A. in 

Spanish. 

A f t e r 

graduation, I 

lived in Chicago 

and 

worked for a 

Finnish scissors company, Fiskars, in international 

sales. I had the opportunity to 

travel throughout the USA, Europe, and 

Latin America. I returned to school at the 

UW-Madison from 2001-2002 to complete 

undergraduate coursework in Communicative 

Disorders (CD). I decided to attend 

ASU for graduate school to pursue my

Alumni Features cont. 

interests in child language and bilingual 

speech language pathology. I received an 

M.S. in CD at ASU in May of 2004 and 

completed the ASU graduate clinical training 

program in speech language pathology. 

In May of 2005, I completed the US Small 

Business Development Center’s Entrepreneurial 

Certificate Program at UW- 

Milwaukee in hopes of melding my business 

background with speech pathology 

and starting my own private practice. 

After graduation from ASU in 2004 (July 

2004 – June 2005), I completed my CFY 

at Penfield Children’s Center, a non-profit 

early intervention rehabilitation agency in 

the inner city of Milwaukee, WI. There, I 

had the opportunity to work with a culturally 

diverse population and to use my bilingual 

and multicultural training. I was 

involved in starting a Spanish speech and 

language playgroup for toddlers and their 

parents in community settings. I also 

worked with medically fragile children in 

Penfield’s special care nursery. 

Currently (June 2005 - present), I am 

working part-time at Meriter Hospital of 

Madison, WI in the pediatric therapies 

department. I primarily see out-patient 

children of all ages (0-18 years) with a 

variety of speech, language, voice, and 

swallowing disorders. In preparation to 

start working with in-patient NICU infants 

with dysphagia, I have been taking dysphagia 

continuing education courses. 

I also work part-time in my private practice, 

Early Foundations, LLC, which I 

started in the summer of 2005 in Madison, 

WI. My caseload primarily consists of 

Spanish-speaking children between the 

ages of 0 to 5 years with speech, language, 

and swallowing disorders. I visit children 

in their homes, daycares, or preschools. 

At this time, I am an ASHA member and 

subscribe to Special Interest Division 1 

(Language Learning and Education) and 

Division 14 (Communication Disorders 

and Sciences in Culturally and Linguistically 

Diverse Populations). 

After graduating from ASU, I moved back 

to my home state, Wisconsin, to be closer 

to my family and nieces. I do however 

miss Arizona greatly during the cold Wisconsin 

winters. This year, I considered 

returning to the University of Wisconsin or 

ASU to pursue a PhD in Communicative 

Disorders but ultimately decided to forgo 

that idea (for the time being) in order to 

develop my private practice. I joined Mendota 

Rowing (crew) Club and over the past 

two summers have spent three early mornings 

a week sculling on one of Madison’s 

beautiful lakes. Now that I have some free 

time, I have also been busy traveling. In 

June of 2004, I spent a month in 

Querétaro, Mexico doing child language 

data analysis work for Dr. Donna Jackson 

Maldonado at the Universidad Autónoma 

de Querétaro. I also had the opportunity to 

volunteer and work with Mexican children 

in schools and in a rehabilitation clinic. 

While I was in Querétaro, I collected information 

to help ASU’s Speech and Hearing 

Department to start a summer study abroad 

program in Querétaro for the bilingual 

training students. I hear through the grapevine 

that the study abroad program started 

this past summer (2006). In March of 

2006, Stacey Burk (MS, 2004) and I traveled 

to Ireland to visit Sinead Coughlan 

(MS, 2004) who was living and working 

as an SLP in Dublin. We had the opportunity 

to see Sinead’s engagement ring and 

to meet her fiancé, Francesco. She plans to 

marry in August of 2007 in Italy. Recently, 

I returned from a two week vacation to 

Belize. I spent my time exploring and hiking 

the jungle and mountain pine ridge, 

finding waterfalls, and swimming in natural 

pools. It was heaven. Who knows? 

Maybe someday I will take my speech 

pathology services to Belize where many 

of the children are trilingual. 

During undergraduate school I majored in 

Spanish and spent the next 5 years in a 

sales position traveling Mexico and South 

America. Even though I enjoyed utilizing 

my Spanish skills, learning new cultures, 

and exploring other countries, I still always 

wished I had pursued a helping profession. 

So when the opportunity arose, I 

took it, and pursued a career in speech and 

language pathology. Now two years into 

this new profession, I couldn’t be happier. 

I love working with young children and 

their families. I have been able to take my 

previous skills and knowledge of language 

and cultures and put this to use helping 

others. My best piece of advice would be 

to listen to your heart and pay attention to 

what you are passionate about. It will bring 

you happiness. 

Tara Moore 

•Bachelors 

of the Arts 

Degree in 

Hearing and 

Speech Sciences 

from 

University 

of Maryland, 

College Park 

in 2001 

Page 8 

•Masters of 

Science Degree 

in Communication Disorders from 

Arizona State University in 2004. 

I am currently employed as a speechlanguage 

pathologist in outpatient rehabilitation 

at St. Joseph’s Hospital and Medical 

Center (SJHMC). I work in both outpatient 

and inpatient settings with people diagnosed 

with stroke, brain tumor, traumatic 

brain injury, and other neurological disease. 

I specialize in diagnosing and treating 

communication, cognitive, and swallowing 

disorders associated with these 

conditions. In outpatient, I also evaluate 

and treat patients from specialty clinics, 

including the Multiple Sclerosis, Parkinson’s, 

and Muscular Dystrophy clinics. My 

goals for community integration, work, 

and school re-entry require advance planning 

and collaborative efforts by myself, 

occupational and physical therapists, a 

social worker and in most cases, a neuropsychologist. 

Part of my job additionally 

includes collaborative work with employers 

and with school personnel to ensure a 

patient’s needs are met through various 

accommodations and modifications when 

they return to those settings. 

I completed my Clinical Fellowship Year 

(CFY) with the Maricopa County Regional 

School District (MCRSD) – better known 

to most as the “Pappas schools.” In this 

position (with a wonderful supervisor!) I 

provided speech and language services to 

disadvantaged youth, some of whom were 

incarcerated. While completing my CFY

Alumni Features cont. 

between 2004 and 2005, I simultaneously 

worked weekends at SJHMC. After working 

in the school, inpatient, and outpatient 

settings, I’ve found the outpatient setting 

to be most challenging. It requires intensive 

creative and team efforts to transition 

clients back to their lives. I accepted the 

offer of a position full-time in outpatient 

rehabilitation in June 2005 because I enjoy 

the challenge and because of the amazing 

neuro therapists on my team. 

I am a current member of the American 

Speech Language and Hearing Association 

(ASHA), the Arizona Speech Language 

and Hearing Association (ArSHA), and the 

Brain Injury Association of Arizona 

(BIAA). 

I just presented an in-service to occupational 

therapists and physical therapists on, 

Clinical Updates 

Main Campus Speech- 

Language Clinic 

The Tempe Campus Speech-Language 

Clinic is ever expanding to better serve our 

community and expose students to the 

breadth of practice that Speech-Language 

Pathologists. In the fall of 2006, Miriam 

Garlant and Catherine Bacon joined Dr. 

Pamela Mathy and Kelly Ingram on the 

main campus. Cathy Bacon is spearheading 

our new Professional Enhancement 

Program, handling public school internships 

and is continuing to provide services 

to individuals with fluency disorders. 

Miriam Garlant is primarily supervising 

within the Baltz public school district as 

described in our feature below on “the new 

partnership”. Ms. Garlant also provides 

monolingual (English or Spanish) and 

bilingual assessment and therapy services 

within the main campus clinic for children 

with speech and language deficits. Kelly 

Ingram continues to haadle internship 

placements in medical and private practices 

as well as provide assessment and 

treatment for adults who have aphasia, 

dysarthria, apraxia and cognitive deficits. 

Our “multiple hat wearer”, Dr. Pamela 

Mathy, has a mixed caseload of adults and 

children who have significant communication 

impairments and benefit from a range 

of augmentative assistance. She super- 

“Promoting Effective Communication with 

Clients with Aphasia” and am planning 

two more trainings on cognitive rehabilitation 

and counseling strategies. 

My boyfriend and I cannot sit still, or return 

to a full week of work, without a side 

getaway each and every weekend. We love 

to 

travel! Whether it is to Tucson for a culinary 

festival, San Diego for a relaxing 

vises AAC evaluations each week in addition 

to participating on a team of specialists 

at a neuromuscular clinic off campus. 

Dr. Mathy also teamed with Sharon 

McKarns this year to offer speech services 

to individuals with cochlear implants. 

Our voice clinic runs on Tuesdays 

and Thursdays under the leadership of two 

adjunct supervisors, Lisa Crujido and 

Abby Jacobson. Ms. Jacobson also supervises 

our students in an acute care rotation 

at Banner Baywood Hospital. 

As usual, we offered specialized clinical 

opportunities during our five-week summer 

session. Kelly Ingram supervised an 

intensive adult therapy program that ran 

five days a week and focused on verbal 

expression and David Woods, who left 

Arizona State University in the fall of 

2006, offered the Summer Program for 

Early Literacy and Language (SPELL) for 

the third consecutive year. Once again, 

Drama Camp was a highlight of the summer 

and Dr. Pamela Mathy’s “campers” 

performed their sixth annual play. 

Fluency Group 

The NSA/ASU Fluency Group continues 

to meet at ASU on the third Wednesday of 

the month. The group is open to the public 

Page 9 

getaway at the beach, or Las Vegas for the 

shine and glimmer, we always find a way 

to escape. Every year we additionally plan 

a trip to a different country or continent. 

This past year, we indulged in an Asian 

tour, stopping in Tokyo, Hong Kong, 

Bangkok, Singapore, Kuala Lumpur, Ho 

Chi Minh City, Phom Penh, and Siem 

Reap. Next year we are planning a trip to 

South America. My two biggest passions 

in life are speech pathology and traveling. 

Find a profession that you are passionate 

about – where you feel you are contributing 

to the community and making a difference 

– that’s what keeps you energized 

and able to get up out of bed every morning! 

Having others rely on you may be 

stressful, but with that stress comes great 

reward, including self-worth and exhilaration. 

and provides information and support to 

people who stutter and their families. This 

past summer the NSA/ASU Fluency group 

received the National Stuttering Association’s 

Chapter of the Year Award. Members 

receiving the award included Lynn 

Bejnar, Brit Kohls and Nakobee Johnson. 

The chapter was founded in 1996, and 

sought to reach out to SLPs and increase 

awareness of the resources that the NSA 

has to offer to these professionals. The 

NSA/ASU Fluency Group recently hosted 

its fourth state-wide SLP Education workshop, 

and has been successful in “bridging 

the gap” that forms at times between SLPs 

and the stuttering community within the 

NSA.

Clinical Updates cont. 

The New Partnership 

The Balsz Elementary School District No. 

31 (BELD) has entered a unique partnership 

with the Department of Speech and 

Hearing Science for providing state-of-theart 

speech-language services to district 

students and for training future speechlanguage 

pathologists (SLP). 

There is a severe shortage of qualified 

SLPs in Arizona. In even greater demand 

are SLPs who specialize in the needs of 

bilingual/bicultural individuals who are at 

risk of being under– or over-identified for 

special education services. This collaboration 

allows a member of the clinical faculty, 

Miriam Garlant, to provide regular 

speech-language intervention services to 

children at a designated elementary school. 

Ms. Garlant has public school experience 

as a bilingual SLP, an elementary school 

teacher, and has a bilingual/ESL endorsement. 

She provides specialized bilingual/ 

bicultural services to the District and trains 

graduate students to evaluate and provide 

intervention services for ESL students. 

Each semester, Ms. Garlant supervises 

approximately six SLP first-year graduate 

students in the practicum placement. In 

groups of two, the six students spend one 

morning with 

Ms. Garlant providing services to BESD. 

The District will reap the benefit of a 

strong affiliation with one of the top training 

programs for SLPs in the country and 

ASU graduate students will gain experience 

in working with culturally and linguistically 

diverse students in a public 

school setting prior to their public school 

internship placement. 

Drama Camp 

The purpose of drama camp is to provide a 

fun, motivating environment for children 

with complex communication needs 

(especially those who use Augmentative 

and Alternative Communication Devices) 

to develop and practice their communication 

skills. The major focus of the camp is 

practicing and performing in a play but the 

campers also participate in a variety of 

other activities, such as art projects (e.g., 

making props), games and MUSIC. 

This year another focus of 

the camp was for the children 

to expand their “Social 

Networks” by having experiences 

communicating with 

new people. This project 

included homework assignments 

to talk to new people 

and regular Communication 

“Scavenger Hunts” where 

the children went around in 

the Lattie Coor Hall Building 

talking to new people. Speech and Language 

Pathology Graduate students in the 

Department of Speech and Hearing Science 

run the camp along with a Music 

Therapy intern from the School of Music. 

This year we were treated to “Jack and the 

Beanstalk”. The play was dedicated to the 

memory of Aaron Otto, a former camper. 

Aaron’s mother wrote the following passage 

for us to include in our program: 

“Aaron couldn't speak to anyone but those 

who ‘understood’ him. .... he had so much 

to say and only a few very lucky people 

who took the time and had the heart to 

listen found out what he wanted to say... 

not with words but with his eyes and expressions. 

…just tell [the clinicians and 

students] that when they go into the work 

field and start helping these kids... 

PLEASE don't give up, keep at it! The 

results are slow, just be patient.” 

Audiology Clinic 

Page 10 

Clinical preparation of the AuD student is 

ever expanding and our clinical faculty 

provide a breadth of clinical services on 

campus. Kathy Wexler is our resident 

pediatric audiologist but she also provides 

diagnostic and intervention services to 

adults as well as children. When she is not 

supervising in the clinic she is busy collecting 

electrophysiological data for the P1 

study under the direction of Dr. Michael 

Dorman. Dr. Steve Maxwell, has significantly 

expanded our service delivery in the 

area of balance assessment by providing 

our students with invaluable ENG/VNG 

training. Dr. Maxwell also provides diagnostic 

assessment and rehabilitative audiology 

to adults. Dr. Ingrid McBride provides 

diagnostic assessments and rehabilitative 

audiology to both children and 

adults and oversees the popular Living 

with Hearing Loss Aural Rehabilitation 

class. Additionally, Dr. McBride places 

students in off-campus clinical rotations 

and in their 4th-year externship positions. 

An exciting new development is the establishment 

of a 4th-year externship position 

in our clinic which is open to students 

from AuD programs across the country. 

“Living with Hearing Loss— 

Problems & Solutions: Aural Rehabilitation 

Program 

The AR program offered through the 

clinic is now in its third year and still 

going strong. To date, we have had over 

200 patients complete the program. This 

eight-week aural rehabilitation program 

is geared for adults coping with hearing 

loss and their loved ones. The program is 

offered twice each semester and once 

during the clinic’s summer session. The


classes meet once a week for two hours 

on Wednesday afternoons from 1:00- 

3:00 p.m. at the Tempe campus. This 

program is designed to help people overcome 

communication difficulties that 

have arisen as a result of hearing 

loss. Participants have the opportunity 

to meet and interact with other hearing 

impaired people, to practice speechreading 

skills, and to learn more about 

hearing aids, assistive technology, and 

strategies to improve their communication 

in everyday life. Group discussion 

of solutions to everyday communication 

problems, as well as related questions 

and concerns, help all who attend the 

classes to become more effective communicators. 

The Living with Hearing 

Loss program is helpful for anyone who 

has questions or concerns about hearing 

or communication. Adults with any 

degree of hearing loss, whether or not a 

hearing aid is used, are eligible to participate. 

As hearing loss is a family affair, 

spouses and significant others are 

also encouraged to attend. 

Infant Child Research 

Programs (ICRP) 

All service delivery, training, and research 

programs are still going strong at ICRP. 

We still play an active and vital role in the 

lives of young children and their families. 

We continue to mentor and support the 

clinical knowledge base of our master’s 

level students as well as students from 

other disciplines. 

This academic year we are happy to announce 

some wonderful additions to our 

clinical teaching and research staff: Dr. 

Addie Lafferty, who graduated with her 

doctorate in May, 2006, is working with 

the toddlers and their families as well as 

coordinating the Preschool Curriculum 

Grant (PCG). Christina Bernier is also new 

to our staff. She was hired to help with the 

implementation of the PCG grant and 

brings with her a wealth of knowledge 

about preschool from her background in 

teaching. Several continuing and new doctoral 

students help us to meet our goals and 

objectives at ICRP. New doctoral students 

in the department who are conducting research 

through the ICRP include: Teresa 

Cardone, Carie Lyn Carrahan, and Sojoung 

Kim Robert Capuozzo, a doctoral 

student in Early Childhood Education, who 

continues to assist in the preschool class 

room. Ms. Miriam Garlant and Cathy 

Bacon, who both worked in the lab for 

several years have relocated to the main 

campus clinic; and Dr. Jean Brown and 

Dawn Greer are continuing to supervise 

and conduct research on the “Hill.” 

Toddler and Preschool Programs 

(Staff: Dr. Jean Brown (preschool), Dawn 

Cosgrove Greer, and Dr. Addie Lafferty 

(Toddlers) 

The toddlers at the ICRP are having lots of 

fun with language learning this year. Toddler 

playgroups are provided for children 

between 18 months and 3 years of age and 

meet twice a week for two hours. The Toddler 

group is a unique setting that allows 

graduate students in speech and hearing 

sciences and other disciplines to learn how 

to provide services to young children and 

their families. These include children who 

are developing typically as well as those 

who are at risk for or have developmental 

concerns. 

Evaluations for AzEIP . (Staff, Ms. 

Shereen Thomas). 

The ICRP continues to conduct homebased 

evaluations to determine eligibility 

for the Arizona Early Intervention Program 

(AzEIP) for infants and toddlers. Our 

partner in this program is Southwest Human 

Development. In addition to providing 

a valuable community service, we provide 

critical experiences for student interns 

across the disciplines of nursing, speechlanguage 

pathology, child development, 

and early childhood education. 

Early Reading First (ASU Staff: M. 

Jeanne Wilcox, Principal Investigator; 

Miriam Garlant, Research Associate; and 

Addie Lafferty, Research Associate) 

The Phoenix Early Reading First Consortium 

(ERF) is a collaborative project between 

Southwest Human Development 

Page 11 

(SWHD), a private, non-profit human services 

agency, three elementary school 

districts located in the City of Phoenix, and 

Arizona State University Infant Child Research 

Programs designed to improve early 

literacy outcomes for children. 

Over the past three years, selected Head 

Start classrooms have participated in a 

multidimensional, comprehensive, and 

integrated project comprised of four components 

that focus on the needs of children, 

preschool and kindergarten teachers, 

and parents relative to their roles and 

needs in assuring that children enter kindergarten 

with the pre-requisite skills necessary 

to be successful readers. Let’s 

Begin with the Letter People served as the 

core preschool curriculum, and was supplemented 

with Bookworms, which is a 

parent curriculum, as well as additional 

training for the teachers on how to promote 

children’s oral language skills. 

A total of 81 ERF children received prepost 

preschool assessments and these children 

were then followed into kindergarten 

and scores from the DIBELS: Dynamic 

Indicators of Basic Early Literacy Skills 

(Good & Kaminski, 2002) were obtained 

from the district kindergarten programs for 

65 of the 81 ERF children. Evaluation 

questions regarding child outcomes focused 

on children’s beginning-end of year 

performance while participating in an ERF 

preschool class, and comparison of these 

children with their non- ERF peers in kindergarten. 

Comparison of pre and post 

preschool assessments indicated that test 

scores improved for all children. Results of 

analyses comparing experimental (children 

who had attended ERF preschool programs) 

and control groups (non-ERF peers 

in the same kindergarten class) on Fall 

DIBELS scores indicated significant results. 

Initial Sound Fluency and Letter


Naming scores were significantly higher 

for the ERF preschool group than for non- 

ERF peers. It was concluded that participation 

in the ERF curriculum was very effective, 

boosting children’s performance on 

early literacy tasks in Kindergarten, when 

compared to their non- ERF peers. 

Preschool Curriculum Grant 

(ASU Staff: M. Jeanne Wilcox, Principal 

Investigator; Shelley Gray, Co-PI; Addie 

Lafferty, Project Coordinator; Jean 

Brown, Research Associate; Christina 

Bernier, Research Associate, Dawn Greer, 

Research Associate) 

The primary purpose of this research is to 

promote optimal literacy outcomes for 

preschool children with disabilities that are 

served in preschools operated by local 

school districts. The protocol includes 

teaching the preschool teachers how to 

implement a specific curriculum and language 

teaching protocol. Outcomes are 

examined through pre-post testing of the 

children, ongoing observations of the 

teachers in their classroom programs, and 

pre-post videotapes of the teachers. Standardized 

language tests are administered to 

Student News 

Undergraduate Research 

Seminar 

The department celebrated its first annual 

Student Research Day in May. This day 

combines podium presentations by firstyear 

PhD students with a poster session by 

the students in the undergraduate research 

seminar. Although we have had first-year 

presentations for a number of years, this 

was the first year of our undergraduate 

research seminar. Each year, the seminar 

will consist of a select group of talented 

undergraduates who are invited to participate. 

The fall semester consists of research 

presentations by faculty while the 

spring semester involves “hands on” research 

by the students. The inaugural 

group consisted of ten students. Their 

poster presentations were extremely impressive. 

They demonstrated an excellent 

understanding of their research, and had a 

fun time sharing their experiences with 

fellow students and faculty. 

the children to determine outcomes. The 

children will be followed into kindergarten 

and first grade, with follow-up data including 

reading assessments conducted by 

school district personnel. All children’s 

parents will also be asked to complete a 

widely used home literacy checklist at preand 

post intervention. 

Secondary purposes are to examine factors 

that influence children’s response to the 

interventions, professional development 

and intervention fidelity, and the perceived 

value and feasibility of the interventions 

from the perspective of the preschool 

classroom personnel. 

Currently, 11 preschool classes in the Gilbert 

and Kyrene school districts have partnered 

with ASU in the first phase of this 

study. Stay tuned for the initial results of 

this important study. 

Tots n Tech Research Institute 

(TnT) (ASU Staff: M. Jeanne Wilcox, 

Principal Investigator, & Dawn Cosgrove 

Greer, Research Coordinator) 

The ten students are 

shown here (right), 

and the titles of their 

presentations are 

given below: 

Research with Andrea Pitman 

and Terry Wiley: 

Christina Adams. “Maximizing speech 

perception tests to better predict aided 

benefit”. 

Erin Castioni. “Filtered speech audiometry”. 

Research with Andrea Pitman: 

Emily Davis. “Extended high-frequency 

information promotes perceptual coherence”. 

Page 12 

The Tots n Tech Research Institute (TnT) 

is an inter-university collaboration between 

Thomas Jefferson University (TJU), 

Philadelphia and Arizona State University 

(ASU), Tempe. TnT conducts a national 

research program about use of assistive 

technology (AT) to enhance the development 

of infants and toddlers with disabilities 

The Tots n Tech Research Institute continues 

to study prevalence, policy and resources, 

individualized decision making, 

training and support and other factors related 

to use of AT devices and services in 

early intervention. A large on-line survey 

was conducted for both parents and providers 

of children aged birth to three who 

are using AT and results are being analyzed. 

The findings should prove to be 

very interesting. 

The TnT Research Institute is funded by 

cooperative agreement #H327X010003 

from the U. S. Department of Education, 

OSERS awarded to Thomas Jefferson University 

with a subcontract to Arizona State 

University. That funding is provided under 

CFDA 84-327X. 

Ann Hickox. “Perceptual coherence of 

auditory objects in normal-hearing and 

hearing-impaired adults.” 

Melissa Johnson. “Word learning patterns 

in normal-hearing and hearing-impaired 

children”. 

Research with Sid Bacon: 

Nicole Scherrer. “Fundamental frequency 

and amplitude envelope cues with simulated 

implant listening: effects of shifting 

F0”.

Student News cont. 

Research with Shelley Gray: 

Victoria Noble. “Nonword Repetition 

Performance By Bilingual Children With 

Specific Language Impairment”. 

Research with Julie Liss: 

Elbereth Lorenz. “Does Spanish Retain 

its Rhythm Across the Atlantic?”. 

Erin Moreno. “Components of Prosodic 

Stress: Effects of Resynthesis on Listeners’ 

Perceptions”. 

Research with Julie Liss and 

Pam Mathy: 

Jessica Rapier. “A Comparison of Learning 

Curves in Trained and Untrained Synthesized 

Speech Comprehension.” 

Department of Speech & 

Hearing Science Awards 

Ceremony 

The Department of Speech and Hearing 

Science awards ceremony was held on 

April 21 st , 2006 at the University Club to 

honor some of the outstanding students in 

our department. The following awards and 

recipients were recognized: 

The Zilveti Family Fellowship in Honor 

of Halina J. Zilveti was awarded to Michelle 

Wanders 

The Marilyn Miller Quintana Moline 

Scholarship was awarded to Lauren Cycyk 

The Carol Seaholm Tymkowych Memorial 

Scholarship was awarded to Noelle 

Nicolas 

The James Case Speech and Hearing 

Scholarship was awarded to Erin Moreno 

The Dean’s Circle Scholarship was 

awarded to Emily Davis 

ASU Clinical Achievement Recognition 

Awards were awarded to one student in 

the graduating class and seven students in 

the first year class: 

Graduating Class - Krista Blasetti 

First Year Class - Heidi Isaacs Bernstein, 

Sean Chappell, Sara Dins, Valerie 

Esgar, Leslie Herr, Kahleen Romero 

and Chelsea Youngs 

An ASU Contribution to Research 

Through the Completion of a Thesis 

award was given to three undergraduate 

students - Ann Hickox, Marisa Irwin 

and Victoria Noble 

In addition to the awards given at the 

Spring ceremony Lilla Martinez and 

Jovona Diggs were awarded the E. Blois 

du Bois Scholarship for the 2006-2007 

academic year. The E. Blois du Bois 

foundation was established in 1960 by 

Ernest Blois du Bois and his nephew, Alan 

Van Fleet du Bois, to ensure continued 

support of quality education. The foundation 

awards scholarship grants to worthy 

students at universities in Arizona. 

PhD Students 

Our department admitted a large class of 

PhD students this year. It seemed fitting 

to use this opportunity to introduce all of 

our current PhD students and tell you 

where their interests lie. 

Teresa Cardon 

Graduated with her bachelors and masters 

in Communicative Disorders from 

California State 

University, Fullerton. 

She worked 

with children with 

autism in California 

in the public 

schools and the 

private sector before 

moving to AZ 

to continue her work with children with 

autism. Dr. Jeanne Wilcox is her mentor 

as she explores her interest in autism 

intervention research! 

Carie Lyn Carnahan 

Page 13 

Graduated with a bachelor’s degree 

in communication disorders in 2004 

and a master’s degree in speech pathology 

in 2006, both from the University of 

Pittsburgh. She is 

in her first year of 

the PhD program 

and her advisor is 

Dr. Jeanne Wilcox. 

She will be studying 

the language development 

of children 

who have sustained 

brain injury. She is 

also doing her CFY 

at the ICRP in the toddler group and 

through evaluations. 

Anthony D. Koutsoftas 

Originally from New York, he received 

his BS in Speech-Language Pathology 

from NYU and the Master’s from 

Teachers College – Columbia University. 

He worked for the past five years 

for the New York City Department of 

Education in a K-6 elementary school


with Language Learning Disabled students.Additionally 

he contracted 

with the NYC 

Department of 

Health providing 

home-based early 

intervention services 

for children 

1-3 years old. He 

served as an Adjunct 

instructor at NYU teaching the 

schools speech and language course. He 

is a first-year doctoral student here at 

Arizona State University working for 

Dr. Shelley Gray. Areas of interest are 

school-aged language learning disabilities 

and literacy. 

Erica Williams 

Completed her B.S. (Speech and Hearing 

Science) and M.S. (Communication 

Disorders) degrees 

at ASU. She finished 

her CFY in 

Audiology while 

starting the PhD 

program with Dr. 

Sid Bacon. Her 

research interest is 

in psychoacoustics. 

Her current research 

has focused on exploring various 

aspects of psychophysical measures of 

cochlear compression. 

Sojung Kim 

Originally from Korea and received her 

master's degree in SLP at Ohio University 

in 2002. She then worked as a bilingual 

home-based EI provider in NYC for 

the past 4 years 

and is now 

working under 

Dr. Wilcox's 

mentoring. She 

would like to 

study the effects 

of different 

treatment approaches 

on infants 

and toddlers' linguistic development 

and the predictors and potential 

measures of future language development 

on infants and toddlers 

with language delays. As a bilingual 

SLP, she is also interested in infants and 

toddlers from a multicultural background 

with language delays and/or differences. 

Kaitlin Lansford 

Completed her M.S. last spring at Arizona 

State University. 

She worked 

with Dr. Liss in her 

Motor Speech Disorders 

lab throughout 

her Master’s 

career. She now has 

Dr. Liss as her advisor. 

She is interested 

in researching 

the neural substrates of speech perception 

and production. 

Sharon McKarns 

Graduate research associate in the Cochlear 

Implant Laboratory at ASU. She 

is currently 

working on her 

PhD under the 

direction of Michael 

Dorman. 

Sharon received 

her Master’s 

degree in Audiology 

from The 

University of 

Akron, in 1992. She has been practicing 

clinical Audiology for over thirteen 

years. Her areas of interest include cochlear 

implants, speech perception, aural 

rehabilitation, and auditory-verbal therapy. 

Sharon has consulted in a variety of 

settings including private industry, public 

schools and the Ear Foundation of 

Arizona. 

Page 14 

Yu-kyong Choe 

From Seoul, Korea. Her mentor is Dr. 

Azuma, and she is interested in aphasia, 

acquired apraxia of 

speech, and AAC. 

She has conducted 

research on computer/AACintervention 

for naming in 

chronic non-fluent 

aphasia and verbal 

apraxia. 

Mary Towle Harmon 

Currently lives in Flagstaff with her husband 

and five dogs (she’s a bit bi-polar 

as she shuttles back and forth between 

the high country and the low country). 

She received her Masters degree in 

1995 from NAU and has worked as an 

SLP for private practices serving Flagstaff 

and the Navajo and Hopi reservations. 

She most recently worked as a 

Clinical Instructor at NAU where she 

developed their summer Literacy/ 

Language camp. Her research interests 

are early literacy interventions and vocabulary 

development with a special 

interest in working with Native American 

children. Her mentor is Dr. Shelley 

Gray. 

Virginia Dubasik 

Is a first year PhD student with interests 

in Child Language and more specifically 

in young bilingual children with language 

delays/disorders. She is working 

with Dr. Laida Restrepo. Virginia grew 

up in Phoenix with many summers spent 

with extended family in Montevideo, 

Uruguay. She graduated with a Bachelors 

of Science in Speech Pathology and 

Audiology from Northern Arizona University 

in 1993, and then earned a Masters 

in Education with a Diverse Learners 

specialization in 1998 and a Masters 

in Clinical Speech Pathology in 

2001. Prior to beginning the doctoral 

program, Virginia was a certified Speech 

Language Pathologist in the school and 

medical settings.


Louise Loiselle 

Has been a clinical Audiologist for 25 

years and is in the PhD program working 

with Dr. Dorman. Her area of interest 

is in cochlear implants and her background 

as a clinician includes diagnostic 

audiology, hearing aids, central auditory 

processing disorders, and cochlear 

implants. 

Patty McCartney 

Director/owner of Chrysalis Academy 

Az, a Dept of Education approved private 

school for children with autism 

spectrum disorders. She is the owner of 

Play ABA which provides DDD services, 

habilitation, respite and speech 

therapies. She currently is finishing her 

dissertation and teaches the autism spectrum 

disorders class in the Department 

each spring. Her mentor is Dr. Ingram. 

Faculty Picture 

The next seven pages contain 

the references for the 

61 presentations and 42 

publications that our faculty 

compiled during the 

2006 year. This fine group 

got together for a “wig” 

shot before a wig and pizza 

party in January 2006. 

Garreth Morgan 

Spent eight years at the University of 

New Hampshire earning his masters in 

Spanish Linguistics 

and Literature. 

He is 

now conducting 

research in bilingual 

child languagedevelopment 

at Arizona 

State University. 

Under the mentorship 

of Dr. 

Laida Restrepo, 

Gareth is pursuing the area of language 

assessment of Latino children and hopes 

to create his own language assessments 

for this ever-growing population. 

Pradyumn Srivastava 

Recently arrived from India. His research 

interests include different aspects 

of phonological processing in children 

with reading and writing disorders. His 

mentor is Dr. Shelley Gray. He completed 

his BS (2004) from Ali Yavar 

Jung National Institute for Hearing 

Handicapped (AYJNIHH), Secunderabad, 

and his MS (2006) from All India 

Institute Of Speech and Hearing 

(AIISH), Mysore. 

Nicole Scherrer 

Received her 

Bachelors degree 

from ASU in 2006. 

She is pursing her 

doctoral program in 

psychoacoustics 

with Dr. Sid Bacon. 

Page 15

Presentations 

Aier, D. & Wilcox, M. (2006, November). Cross-Linguistic Comparison of Negative Evidence in English, Hindi, & Tamil. Poster 

presented to the annual meeting of the American Speech-Language-Hearing Association, Miami, FL. 

Bacon, C. K. & Brown, J. (2006, April). Speech and language intervention for young children. Invited workshop presented at DILKOM 

Education, Research and Training Center for Speech and Language Disorders, Anadolu University Eskişehir, Turkey. 

Bhagat, S.P., & Bacon, S.P. (2006, February). Electrophysiological Correlates of Modulation Detection Interference. Paper presented at the 

meeting of the Association for Research in Otolaryngology, Baltimore, MD. 

Bian, L. (2006, March). Amplitude modulation of DPOAEs by biasing cochlear partition. Annual Meeting of the American Auditory Society. 

Scottsdale, AZ. 

Bian, L. (2006, February). Modulation contours of low-frequency biased DPOAEs. The 29 th Midwinter Research Meeting of the 

Association for Research in Otolaryngology, Baltimore, MD. 

Brown, J. C. (2006, November). Reggio Emilia: Documenting Preschool Children’s Knowledge Through Creative Natural Environments 

Poster presented at the American Speech-Language Hearing Association convention. Miami, FL. 

Bunta, F. & Ingram, D. (2006, December). The acquisition of speech rhythm by bilingual Spanish- and English-speaking four- and fiveyear-old 

children. Paper presented to Acoustical Society of America, Honolulu, HI. 

Capilouto, G. J., & Wright, H. H. (2006, November). Scripting Information Components to Improve Narrative Discourse: A Preliminary 

Investigation. Poster to present at ASHA Convention, Miami, FL. 

Centeno, J. Anderson, R., Jacobson, P., Restrepo, M. A., Ansalado, A., Guendouzi, J., & Mueller, N. (2006, November). Ethnographic and 

Sociolinguistic Aspects of Communication: Research-Praxis Relationships. Presentation at the Annual American Speech Language and 

Hearing Association. Miami Beach, FL. 

Choi C-H, Chertoff ME & Bian, L. (2006, February). Comparison of cochlear transducer functions derived from cochlear microphonic and 

summating potential. The 29 th Midwinter Research Meeting of the Association for Research in Otolaryngology, Baltimore, MD. 

Chun, M., Paalani,D., & Greer, D. (2006, March). Tots N Tech: Widgets, Gadgets, and a Little Tweaking, session presented to the annual 

meeting of the Pacific Rim Conference on Disabilities, Honolulu, HI. 

Cruickshanks, K.J, Nondahl, D.M., Klein, B.E.K., Klein, R., Wiley, T.L., & Tweed, T.S. (2006, February). Ten-year Incidence of Hearing 

Impairment in Beaver Dam, WI. Bulletin of the American Auditory Society, 31(1), 33 (abstract). 

Dorman, M. (2006, March). Cochlear Implants: An Overview. 9th Annual Pediatric Audiology Workshop, Tucson, AZ. 

Dorman, M. (2006, August). Recent developments in combined electric and acoustic hearing. Cochlear Corporation, Denver, CO. 

Dorman, M. (2006, December). What we can learn from EAS to improve speech coding for cochlear implants. 6 th Wullstein Symposium, 

Wurtzberg, Germany. 

Page 16

Presentations cont. 

Dorman, M., Gifford, R. & Spahr, A. (2006, March). Combined Electric and Acoustic Hearing. 9th Annual Pediatric Audiology 

Workshop, Tucson, AZ. 

Dorman, M., Gifford, R. & Spahr, T. (2006, June). Treatment options for patients with low frequency hearing. 9 th International 

Conference on Cochlear Implants. Vienna, Austria. 

Dorman, M., Gifford, R. & Spahr, A. (2006, August). The recognition of speech voice and music using combined acoustic and electric 

hearing. International Hearing Aid Conference. Lake Tahoe, UT. 

Dorman, M. & Sharma, A. (2006, May). Plasticity of the human central auditory pathways. Widex International Pediatric Congress, Ottawa, 

Canada. 

Dorman, M. & Sharma, S. (2006, December). Central Auditory System Plasticity in Children with Bilateral Cochlear Implants. 6 th Wullstein 

Symposium, Wurtzberg, Germany. 

Dorman, M., Sharma, A. & Gilley, P. (2006, November). Auditory deprivation alters cortical organization in congenitally deaf children 

and constrains the effectiveness of cochlear implants. The National Academy of Science/Keck Futures Initiative: Smart Prosthetics: Exploring 

assistive devices for the body and mind. 

Dorman, M., Sharma, A. & Gilley, P. (2006, November). Congenital deafness, critical periods and cochlear implants. NIDCD Research 

Symposium. Annual meeting of the American Speech, Language and Hearing Association. 

Gifford, R. H., Dorman, M. F., Spahr, A. J., Bacon, S. P., Leutje, C., & Dawson, K. (2006, June). Combined electric and acoustic stimulation 

of the ipsilateral cochlea. 9 th International Conference on Cochlear Implants.Vienna, Austria. 

Gilley, P. M., Sharma, A., & Dorman, M.F. (2006, August). Central Auditory System Plasticity and Development in Children with Hearing 

Aids and Cochlear Implants: Clinical Implications. Swedish Academy of Otolaryngology, Head & Neck Surgery. Norrkig, Sweden. 

Gilley, P. M., Sharma, A., & Dorman, M. F. (2006, November). Reorganization of Auditory and Visual Cortical Pathways During Auditory 

Deprivation. Second Shanghai International Conference on Physiological Biophysics- Audition & Vision, Shanghai, China. 

Gilley, P.M., Sharma, A., Mitchell, T., & Dorman, M. (2006). Auditory-Visual Integration in Children with Cochlear Implants. Cognitive 

Neuroscience Society, San Francisco, CA. 

Gravier, M., Downey, R., Wright, H.H., Love, T., & Shapiro, L. (2006, May-June). Processing Distinct Linguistic Information Types in 

Working Memory in Apahasia. Poster presented at Clinical Aphasiology Conference, Ghent, Belgium. 

Gray, S. (2006, November). Effect of Professional Development and Environment on Early Literacy Skills. Poster presented at the annual 

meeting of the American Speech-Language-Hearing Association, Miami Beach, FL. 

Page 17 

Gray, S. & Restrepo, M. A. (2006, June). Acquiring Early Literacy Skills: The Effect of Participating in an Early Reading First Classroom. 

Poster presented at the Twenty-Seventh Annual Symposium on Research in Child Language Disorders, University of Wisconsin, Madison 

Greer, D., & Wilcox, M. (2006, March). Tots n Tech Research Institute: Findings and Ongoing Work. Poster presented to the annual 

meeting of the Pacific Rim Conference on Disabilities, Honolulu, HI.


Hase, M., Ingram, D. & Bunta, F. (2006, November). A Comparison of Two Phonological Assessments for Monolingual Spanish- 

Speaking Children. Paper presented to the Speech-Language-Hearing Association, Miami, FL. 

Ingram, K ., Choe, Y., Mathy, P., & Azuma, T. (2006, November). Clients’ Utilization & Satisfaction with Intensive Therapy in 

Aphasia. Poster presented to the annual meeting of the American Speech-Language-Hearing Association, Miami, FL. 

Ingram, D. & Ingram, K. (2006, November). Frame/Content Theory as an Account of Early Phonological Acquisition. Paper presented to 

the Speech-Language-Hearing Association, Miami, FL. 

Loiselle, L., Cevette, M., Gifford, R., Dorman, M., Spahr, A., Barrs, D. & Hoffman, J. (2006 April). CI and Aided Comparisons in a 

Patient with Cerebral Infarct. American Academy of Audiology. 

Mathy, P. (2006, January ) Making EBP at Reality in Your Organization Presented at ASHA SID 12 Annual Conference, San Antonio, TX 

McKarns, S., Spahr, A. & Dorman, M. (2006, March). Virtual Channel Signal Processing in Cochlear Implants. American Auditory 

Society. 

Nondahl D.M., Cruickshanks K.J., Dalton D.S., Wiley T.L., & Tweed T.S. (2006, June). The use of hearing protection during recreational 

noise exposure. Second North American Congress of Epidemiology, Seattle, WA. Amer J Epidemiol 163(11), S135 (abstract). 

Restrepo, M. A. & Gray, S. (2006, June). Vocabulary and Abstract Language Enhancement (VALE) to Improve Reading Comprehension 

in Bilingual Children. Poster presentation at the Institute of Educational Sciences. Washington, DC. 

Restrepo, M. A. & Gray, S. (2006, November). Vocabulary & Abstract Language Enhancement for Kindergarten Spanish-Speaking 

Children. Presentation at the Annual American Speech Language and Hearing Association. Miami Beach, FL. 

Schwanenflugel, P.J., Hamilton, C.E., Neuharth-Pritchett, S., Restrepo, M.A., & Bradley, B.A. (2006, April). Prekindergarten practices 

that make a difference in kindergarten preliteracy: Lessons from PAVEd for Success. Presentation to the Early Literacy Pre-convention 

Institute for the International Reading Association, Chicago, IL. 

Sharma, A. & Dorman, M. (2006, January). P1 latency and morphology as a biomarker for central auditory development in children with 

hearing loss. Issues in Pediatric Audiology, Beth Israel Hospital, New York. 

Sharma, A.& Dorman M. (2006, March). Central auditory system development and plasticity in children with cochlear implants: clinical 

implications. Rhode Island Hearing Assessment Project Conference. Rhode Island. 

Sharma, A. & Dorman, M. (2006, March). Congenital deafness, critical periods and cochlear implants. 9th Annual Pediatric Audiology 

Workshop, Tucson, AZ. 

Sharma, A. & Dorman, M. (2006, June). A sensitive period for the development for the central auditory system. International Conference 

on Infant Studies. Kyoto, Japan. 

Page 18 

Sharma, A., Dorman, M. & Gilley, P. (2006, September). Central auditory system plasticity in Hearing Impaired Children. Colorado Academy 

of Audiology, Breckenridge, CO.


Shi, X., Cruickshanks, K.J., Nondahl, D.M., Dalton, D.S., Wiley, T.L., & Tweed, T.S. (2006, June). Comparing algorithms for classifying 

noise-induced hearing loss (NIHL) from audiograms. Second North American Congress of Epidemiology, Seattle, WA. Amer J 

Epidemiol 163(11), S212 (abstract). 

Sladen, D., Ricketts, T. & Dorman, M. (2006, June). Frequency importance functions for adults with cochlear implants and normal hearing: 

Effect of background noise. 9 th International Conference on Cochlear Implants. Vienna, Austria. 

Tindall, L. & Wright, H. H. (2006, May). Telehealth in Speech Pathology: Application to the Treatment of Anomia. Technical session 

presented at Eleventh Annual Meeting of the American Telemedicine Association, San Diego, CA. 

Wheeler, K.M., Martin-Harris, B., Brodsky, M., Thekkevalappil, S., & Sapienza, C.M. (2006, March). An Innovative Method of Measuring 

Hyoid Movement During Oropharyngeal Swallowing. Dysphagia Research Society, Scottsdale, AZ. 

Wheeler, K.M., Pitts, T., Huber, J. & Sapienza, C.M. (2006, November). Lung volumes associated with swallowing different bolus 

volumes and consistencies. American Speech Language Hearing Association Convention, Miami, FL. 

Wilcox, M., Bacon, C., Greer, D., & Campbell, P. (2006, November). Implementation of Best Practices for Assistive Technology in 

Early Intervention. Poster presented to the annual meeting of the American Speech-Language-Hearing Association, Miami, FL. 

Wilcox, M., Campbell, P., & Lamorey, S. (2006, February). Home Visiting in Early Intervention: What Happens and What Does it Mean 

for Families and Children? Panel seminar presented at the biannual meeting of the Conference for Research Innovations in Early 

Intervention. 

Wilcox, M., Garlant, M., Bacon, C.K., & Medina, A., (2006, November). Improving Language & Early Literacy Skills in Head Start 

Preschoolers. Poster presented to the annual meeting of the American Speech-Language-Hearing Association, Miami, FL. 

Wilcox, M. J. , Bacon, C.K., Greer, D.C., Milbourne, S.& Campbell, P.H. (2006, November). Implementation of best practices for 

assistive technology in early intervention. Poster presented at the American Speech Language and Hearing Association convention. Miami 

Beach, FL. 

Wilcox, M. J. Garlant, M., Bacon, C.K., Capone, A. & Medina, A. (2006, November). Improving language and early literacy skills in 

Head Start preschoolers. Poster to be presented at the American Speech Language and Hearing Association convention. Miami Beach, FL. 

Wiley, T.L. (2006, May). Developing Professional Competencies: Strategies for Career Planning, Presentation at the 4th Annual 

Conference on Research in Communication Sciences and Disorders, American Speech-Language, Hearing Association, Rockville, MD. 

Wiley, T.L. (2006, May). Roundtable Panelist, Sessions on Research Proposals and Summary Issues, 4th Annual Conference on Research 

in Communication Sciences and Disorders, American Speech-Language, Hearing Association, Rockville, MD. 

Wilson, B. & Dorman, M. (2006, November). New directions in cochlear implant design. The National Academy of Science/Keck Futures 

Initiative: Smart Prosthetics: Exploring assistive devices for the body and mind. 

Wright, H. H., Capilouto, G. J., Carrico. J., & Siever, C (2006, May-June). Changing Narrative Discourse Performance by Manipulating 

Task Instructions. Poster presented at Clinical Aphasiology Conference, Ghent, Belgium. 

Page 19

Presentationscont. 

Wright, H. H., & Capilouto, G. J. (2006, November). Narrative Discourse Performance: Changing Instructions Improves Results. Poster 

presented at ASHA Convention, Miami, FL. 

Wright, H. H., & Marshall, R. C. (2006, November). Developing an Impairment-Based Measure for Aphasia. Poster presented at ASHA 

Convention, Miami, FL 

Publications 

Bacon, S.P. (2006). Auditory compression and hearing loss. Acoustics Today, Vol. 2, issue 2, 30-34. 

Bauer, P.W., Sharma, A., Martin, K., and Dorman, M. (2006). Central auditory development in children with bilateral cochlear implants. 

Archives of Otolaryngology—Head and Neck Surgery, 132(10), 1133-1136. 

Bian, L. (2006). Spectral fine-structure of low-frequency modulated distortion product otoacoustic emissions, Journal of the Acoustical 

Society of America, 119 3872-3885. 

Bian, L. and Chertoff ME (2006). Modulation patterns and hysteresis: Probing cochlear dynamics with a bias tone. In Auditory 

Mechanisms: Processes and Models, Nuttall AL, Ren T, Gillespie P, Grosh K and de Boer E Eds., World Scientific, Singapore, pp. 93-100. 

Bunta, F., Davidovich, I. & Ingram, D. (2006). The relationship between the phonological complexity of a bilingual child’s words and 

those of the target languages. International Journal of Bilingualism, volume 10, 71-88. 

Bunta, F. & Ingram, D. (in press). The Acquisition of Speech Rhythm by Bilingual Spanish- and English-Speaking Four– and Five-Year 

old Children. Journal of Speech, Language and Hearing Research. 

Campbell, P., Milbourne, S., Dugan, L., & Wilcox, M. (2006). Evidence-based practices for teaching young children to use assistive 

technology devices. Topics in Early Childhood Special Education, 26(1), 3-14. 

Campbell, P., Milbourne, S., & Wilcox, M. (in press). Adaptation interventions to promote participation in natural settings. Infants and 

Young Children. 

Capilouto, G. J., Wright, H. H., & Wagovich, S. A. (2006). Reliability of main event measurement in the discourse of individuals with 

aphasia. Aphasiology, 20(2/3/4), 205-216. 

Carias, S. & Ingram, D. (in press). Language and disfluency: four case studies on Spanish-English bilingual children. Journal of Multilingual 

Communication Disorders. 

Caviness, J.N., Liss, J.M., Adler, C. & Evidente, V. (2006). Analysis of high-frequency electroencephalographic-electromyographic c 

oherence elicited by speech and oral nonspeech tasks in Parkinson's disease. Journal of Speech, Language and Hearing Research, 49(2), 

492-499. 

Dorman, M.F. and Spahr, A. Speech Perception by Adults, in Cochlear Implants (2 nd edition), S. Waltzman and N. Cohen (Eds.). Thieme 

Medical Publishers. 

Page 20 

Dugan, L., Campbell, P., & Wilcox, M. (2006). Beliefs and decision-making about assistive technology in early intervention. Topics in 

Early Childhood Special Education, 26(1), 25-32.

Publications cont. 

Gifford, R. H., Dorman, M. F., Spahr, A. J., & Bacon, S. P. (in press). Auditory Function and Speech Understanding in Listeners Who 

Qualify for EAS Surgery. Ear and Hearing 

Gifford, R.H., Bacon, S.P., & Williams, E.J. (in press). An examination of speech recognition in a modulated background and of forward 

masking in younger and older listeners. Journal of Speech, Language and Hearing Research. 

Gilley, P., Sharma, A., Dorman, M., Finley, C., Panch, A. and Martin, K. (2006). Minimization of cochlear implant stimulus artifact in 

cortical auditory evoked potentials. Clinical Neurophysiology, 117(8), 1772-1782. 

Gilley, P., Sharma, A., Dorman, M. and Martin, K. (2006). Abnormalities in central auditory maturation in children with language-based 

learning problems. Clinical Neurophysiology, 117(9), 1949-1956 

Gray, S. (2006). Commentary on keynote - Nonword repetition and word learning: The nature of the relationship by Susan E. Gathercole. 

Applied Psycholinguistics, 27, 562-564. 

Gray, S. (in press). Mentoring Preschool Teachers. In L. Justice and C. Vukelich (Eds.) Creating Preschool Centers of Excellence in 

Language and Literacy. 

Gray, S. (in press). Promoting early literacy through professional development, early literacy curriculum and classroom environment, Early 

Childhood Services. 

Gray, S., (2006). The relationship between phonological memory, receptive vocabulary, and fast mapping in young children with specific 

language impairment. Journal of Speech, Language, and Hearing Research, 49, 955-969. 

Gutierrez-Clellen, V., Restrepo, M. A., & Simón-Cereijido, G. (in press). Grammatical Performance of Spanish-Speaking Children with 

Specific Language Impairment. Journal of Speech and Hearing Research. 

Healy, E.W. & Bacon, S.P. (2006). Measuring the critical band for speech. Journal of the Acoustical Society of America, 119, 1083-1091. 

Healy, E.W., & Bacon, S.P. (in press). The effect of spectral frequency range and separation on the perception of asynchronous speech. 

Journal of the Acoustical Society of America. 

Ingram, D. (In press). Cross-linguistic phonological acquisition. In M. Ball & R. Kent (eds.) Handbook of Clinical Linguistics. Blackwell. 

Ingram,. D. (2006). Two notes on Gheorghov (1911). Proceedings of the Symposium with International Participation in Memory of Professor 

Ivan Gheorghov “Modelling of Child Language”, Neophit Rilski, Annual of the Faculty of Philology of the South West University, Blagoevgrad, 

Bulgaria. 

Ingram, D., Welti, A., & Priem, C., (2006). The early stages of verb acquisition in English, German & Spanish. In N. Gagarina & D. Bittmar 

(Eds.) Acquisition of verb grammar and verb arguments. Studies in Theoretical Psycholinguistics. Dordrecht: Kluwer Academic Publishers, 

151-172. 

Page 21

Publications cont. 

Liss, JM, Krein-Jones, K., Wzolek, Z. & Caviness, JN (2006). Speech characteristics of patients with pallido-ponto-nigral degeneration 

(PPND) and their application to pre-symptomatic detection in at-risk relatives. American Journal of Speech-Language Pathology, 15, 

226-253. 

McHenry, M. & Liss, J.M. (2006). The impact of stimulated vocal loudness on nasalance in dysarthria. Journal of Medical Speech- 

Language Pathology, 14(3),197-206. 

Nondahl, D.M., Cruickshanks, K.J., Dalton, D.S., Klein, B.E.K., Klein, R., Schubert, C.R., Tweed, T.S., & Wiley, T.L. (in press) Tinnitus 

and SF-36 Measures of Quality of Life in Older Adults, Journal of the American Academy of Audiology. 

Pineda, D.A., Kamphaus, R. W., Restrepo, M. A., Puerta, I. C. , Arango, C. P., Lopera, F., García-Barrera, M., & Dowdy, E. T. (2006). 

Screening for conduct disorder in an adolescent male sample from Colombia. Transcultural Psychiatry, 43, 362-382. 

Restrepo, M. A. & Castilla, A. P. (in press). Language elicitation in Latino Children. In J. Centeno, L. Obler, R. Anderson (Eds). Studying 

Communication Disorders In Spanish Speakers: Theoretical, Research, & Clinical Aspects. 

Restrepo, M. A. & Gray, S. (in press). Optimizing Literacy in English Language Learners. Seminars in Speech-Language Pathology. 

Restrepo, M. A., Schwanenflugel, P., Blake, J., Neuhart-Pritchett, S., Cramer, S., & Ruston (2006). Performance on the PPVT-III and the 

EVT: Applicability of the Measures with African American and European American Preschool Children. Language Speech and Hearing 

Services in the Schools, 37, 17-27. 

Roup, C.M., Wiley, T.L., & Wilson, R.H. (2006). Dichotic word recognition in young and older adults. Journal of the American Academy 

of Audilology, 17(4), 230-240. 

Sapienza, C.M. & Wheeler, K.M. (in press). Respiratory Muscle Strength Training: Functional Outcomes versus Plasticity. Seminars in 

Speech and Language. 

Sharma, A. and Dorman, M. Central auditory development in children with cochlear implants: Clinical implications. In Moller, A. (Ed.) 

Cochlear and Brainstem Implants, Adv. Otorhinolaryngol. Basel, Karger, 64, 66-88. 

Weintraub Moore, H., & Wilcox, M. (2006). AT and young children: Confidence, experience, and education of early intervention 

providers. Topics in Early Childhood Special Education, 26(1), 15-24. 

Wheeler, K.M., Chiara, T. & Sapienza, C.M. (in press). Surface electromyographic activity of the submental muscles during swallow and 

expiratory pressure threshold training tasks. Dysphagia. 

Wilcox, M., Dugan, L., Campbell, P., & Guimond, A. (in press). Recommended Practices and Parent Perspectives Regarding AT Use in 

Early Intervention. Journal of Special Education Technology. 

Wilcox, M., Guimond, A., Campbell, P., & Weintraub Moore, H. (2006). Assistive Technology for Infants and Toddlers with 

Disabilities: Provider Perspectives Regarding Use, Decision-Making Practices, and Resources. Topics in Early Childhood Special 

Education, 26(1), 33-50. 

Wright, H. H., Downey, R. A., Gravier, M., Love, T., & Shapiro, L. P. (accepted). Processing distinct linguistic information types in 

working memory in aphasia. Aphasiology. 

Page 22

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