American Speech-Language-Hearing Association

PROmoting the next GENeration of Researchers (PROGENY) Participants 2011

The purpose of PROGENY is to encourage the development of young scientists in communication sciences and disorders, and to highlight undergraduate research efforts. PROGENY pairs faculty researchers with undergraduate students who are first authors on poster presentations at the annual ASHA Convention. PROGENY highlights and supports the work of these undergraduates by providing them with an opportunity to talk with experienced researchers about their research, and about pursuing an academic-research career.

 

Name Affiliation Session

Carrie Anderson

University of South Dakota

Multimedia Training Modules for Employees Working With Adults With Disabilities

Valerie Berg

Northern Illinois University

Maximizing Generalization in Severe Aphasia: Script Reading Versus Scenario Training

Rebekah Bowers

Columbia College

Collaborative Language Facilitation Strategies for Preschool English-Language Learners

Paige Branson

San Diego State University

Acoustic Properties of /l/ in Spanish-English Bilingual Children

Stefanie Chaffee

Bloomsburg University of Pennsylvania

Cost/Benefit Analysis of Using iPad vs. Dynavox as an AAC

Andrea Chavez

Universidad Autonoma de Queretaro

Lexical growth in a story retell task by Spanish-speaking children

Stephanie Davidson

University of Nebraska

Detecting Comprehension Monitoring Skills in Young Children using fNIRS

Lauren Demcak

University of Wisconsin–Eau Claire

Influence of partner training for an individual with corticobasal degeneration

Morgan Enright

University of Wisconsin–Eau Claire

Effects of Instruction and Gender on Book Reading to Preschoolers

Stephanie Fanale

Eastern Illinois University

Awareness of Deficits in Persons with Traumatic Brain Injury

Caroline Freer

University of Wisconsin–Madison

Perception of Non-Linguistic Social Cues in Monolinguals and Bilinguals

Jenna Foran

University of Vermont

Comic Strip Conversations to Address Anxiety in Asperger's Syndrome

Leigha Graham

Eastern Illinois University

Treating /r/ Distortions Using Spectrographic Feedback, Shaping, and Oral-Motor Technique

Khadra Haro

Washington State University

Factors for Promoting Retention of African Americans in CSD Programs

Hope Headrick

Oklahoma State University

Parental perceptions of children's speech and language abilities

Meghan M. Huber

James Madison University

SLI Adolescents' Verb Morphology: Patterns from Two Narrative Elicitation Tasks

Caitlin McCormick Imgrund

University of Kansas

Revisions in the Narratives of Children with SLI

Sarah Lambeth

Eastern Illinois University

Relationship between School-Age Executive Function and Language Skills

Summer Loehr

Cleveland State University

Needs and values: Video narratives of clients with nonstandard accents*

Annelise Masters

Kansas State University

Modified Beverages: Is there Value in the Line Spread Test?

Mya McGee

University of Montevallo

Listener Perceptions of Standard American English and 4 Regional Dialects

Victoria Petersen

Seton Hall University

Written Discourse Coherence in Children with Language Learning Disabilities

Megan Peterson

Arizona State University

Exploring the Construct Validity of the N-back

Kia Schilling

University of Wisconsin–Eau Claire

Teaching Facial Expression Recognition to Children with Autism Spectrum Disorder

Diana Serrano

Texas Christian University

Infant-Directed Utterances in Two Bilingual Families with Differing Input Levels

Lisa Smith

Augustana College

Self-Evaluation in Children with ASD With and Without Video Feedback

Lauren Vivian

University of Vermont

Telepractice, Parent-Training, and Comic Strip Conversations: A Case Study

Emily Wright

College of Saint Rose

Early Speech Characteristics of a Child with CAS

Alyssa Yanzick

University of Wisconsin–Eau Claire

Direct teaching and scaffolding the comprehension of arithmetic word problems**

*Seminar
**Technical Research Session

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