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**

**Technical Research Session

ASHA Corporate Partners