American Speech-Language-Hearing Association

2013 PROmoting the next GENeration of Researchers (PROGENY) Participants

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 Affliliation Presentation Topic
Claudia Abbiati University of Vermont The Development of an Instrument to Measure the Speech Attitudes of Preschoolers Who Stutter
Lauren Arrington Florida State University Parent-Implemented Language Intervention for Toddlers: Exploring Social Validity
Ariana Azzato Loyola University of Maryland The Effect of Bilingualism on Written Narrative Language
Grace Baillie James Madison University Neural Plasticity in Singers
Maria Baker Kansas State University Prosody in Children With ASD in Narrative & Figurative Contexts
Ashley Barlev Queens College Quality of Life Indicators in People With Aphasia
Koren Beardshall Clarion University of Pennsylvania Training of Speech-Language Pathologists in Pennsylvania for the Assessment & Intervention of Bilingual Clients
Megan Bening Southern Illinois University Receptive Vocabulary Similiarities & Differences in Monolingual & ELL Preschoolers
Sara Bernstein University of Wisconsin–Madison Adult Perception of Sibilant Fricatives Produced by Children With Normal Hearing & Cochlear Implants
Elijia Buenviaje University of New Mexico Error Patterns of 5-Year-Old Children Using AAC Within Simple, Rule-Based Messages
Heather Buhr University of Wisconsin–Eau Claire AphasiaWeb™: Development & Evaluation of an Aphasia-Friendly Social Networking Application
Angela Chapman Western Carolina University A Study of Learning Styles Linked to Learning the International Phonetic Alphabet
Coryfrancis Cortez Texas A&M University–Kingsville Comparing Brain Lesions & Language Functions in Two Individuals With Global Aphasia
Ellie Courtney Texas State University Peer & Caregiver Interactions as Communicative Partners in Bilingual Preschool Language Acquisition
Erin Diamond University of Minnesota The Influence of Background Noise on the Perception of Phonetic Detail in Children's Speech
Lauren Diamond University of Iowa Children's Speech Perception in Noise: Effects of Age & Presentation Format
Makenzie Drukker Rice University Consonant Cluster Production in Typically Developing English-Language Learners
Jami Eaton University of North Texas Refining Aphasia Intervention: The Client as Expert
Amber Forbis University of Missouri Mothers' Conversational & Pragmatic Structure When Reading to Young Children With Autism & Typically Developing Peers
Laura Friedman University of Maryland–College Park Phonological Encoding of Verbs & Nouns: An Investigation of Aphasia and Neurotypical Adults
Kayla Gerhold University of Maryland Phonological Inventories of Toddlers at Risk for Autism Spectrum Disorder & Typically Developing Peers
Katy Greenlee University of Mississippi Roles of Speech-Language Pathologists in the Neonatal Intensive Care Unit
Lisa Gresch California State University–Fulerton Using Creative Dance to Facilitate Communication Development in Children With Autism Spectrum Disorder
Hillary Guest Florida State University Pragmatics & Social Communication: Children With Hearing Loss in Early Childhood Settings
Bianca Harrison Georgia State University Effects of Adult Communication Input on the Communication of Children Using Speech-Generating Devices
Jaime Henderson Southern Illinois University–Edwardsville Potential Effects of Collaboration Training on Interaction Among SLPs, Interpreters, & Spanish-Speaking Clients
Rachel Henrich Texas State University Influence of Day Care on Low-SES Bilingual Children's Grammaticality
Sara Henson Marshall University Having a Disability in Appalachia: Social & Cultural Considerations
Yashodha K. K. Hettiarachchi University of Kelaniya Oral Narrative Development in Sinhala-Speaking Sri Lankan Children at Three Ages: Micro- & Macrostructural Measures
Michael Hood University of South Carolina The Contribution of Envelope & Fine Structure Cues to Speech Intelligibility Under Adverse Listening Conditions
Rachel Hopf Indiana University–Bloomington Emotional Prosody in Males & Females With Parkinson's Disease
Christa Irzinski Bloomsburg University Video Conferencing, Email, & Persons With Aphasia: Establishing New Relationships Using Technology
Alice Jeske University of Texas–Pan-American The Effectiveness of Melodic Intonation Therapy on English-Speaking Adults With Expressive Aphasia
Mallori Jurgenson and Anna Schuman University of Minnesota–Duluth The Effect of Visual Feedback on Second-Language Learners
Kristin Kemos University of Massachusetts–Amherst Telepractice Training: A Foundational & Technical Skill Set Training Series
Clare Kilbride Augustana College Prompt Responsiveness in School-Age Children With ASD & Language Impairment
Kayla Knueppel University of Wisconsin–Eau Claire Does Phonological Awareness Intervention Impact Speech Production in a 3-Year-Old?
Abby Lantzy James Madison University Survey Validated to Further Assess Circular Triads in Paired Comparisons
Lindgren University of Illinois–Urbana-Champaign Changes in Gray Matter Volume in Tinnitus & Hearing Loss
Katelyn Lippitt University of Maryland Meet the Neighbors: Stuttering & Phonological Neighborhood Density of Rapid Spontaneous Word-Generation Responses
Leila Luna Portland State University Examining the Relationship Between Confrontational Naming Tasks & Discourse Production in People With Aphasia
Michelle Marnich University of Minnesota–Duluth Public Awareness of Cleft Palate in Duluth, MN, & Surrounding Areas
Myra Milam Truman State University Assessing Attitudes Toward the Elderly in Students in the Health Professions
Renee Miller University of Colorado–Boulder Sentence-Interpretation Strategies in Preschool Children
Terri Mooney and Maggie Yoder University of Cincinnati Parent & Child Abstract Language Use Following a Shared Book-Reading Intervention Targeting Narrative Language
Brittney Ojeda California State University–Fullerton What Can Account for the Paradoxical Views of Clinicians & Hispanic Parents Regarding Therapy?
Megan Pattee Truman State University The Effect of Visual Cueing on Phonological Working Memory
Hannah Patten University of South Carolina Existing Vocabulary Knowledge, Nonword Repetition, & Novel Word-Learning in Children
Kelly Ann Pena Marymount Manhattan College Increasing Verbal Production of an Individual With Nonfluent Aphasia Through a Semi-Structured Narrative Task
Priya Purohit University of South Carolina Examining Masking Release for Lexically Easy & Hard Vocoded Words
Jamie Ragsdale University of New Mexico Language-Sampling Measures for Children With Highly Unintelligible Speech
Shannon Slick Augustana College Inference Performance in School-Age Children With High-Functioning Autism & Language Learning Disability
Kylie Suter Northern Arizona University Assessment of Story Comprehension for Preschoolers
Mariah Turner Texas Tech University Health Sciences Center Speech Characteristics of a Child Before & After Auditory Brain Stem Implantation
Jennifer Vamos Florida State University Spanish Gender Assignment in School-Age Spanish-English Bilingual Children From Miami
Rachel Watkins Vanderbilt University The Effects of Auditory & Visual Stimulation on Exploration in Infancy
Meghan Wethington Augustana College Static & Motion Stimuli in Facial Affect Intervention for School-Age Children With ASD
Veronica Wheaton University of Wisconsin–Milwaukee Health Literacy Assessments: Implications for Speech-Language Pathologists & Audiologists
Alexandra Willer College of Saint Rose Effects of Poor Speech Sound Skills on Spelling in 3rd-Grade Students
Sarah Williams Augustana College Verb Usage in Subgroups of Preschoolers with Speech-Language Impairment
Alyssa Zillner University of Wisconsin–Madison Pragmatic Communication Skills & Employment After Brain Injury

Previous Program Participants






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