Clinical Research Programs

The Audiology Research Lab, directed by Dr. Lauren Smith Flora and Dr. Kenneth Cox, is located on the first floor of Waldron Hall in the Department of Communication Sciences and Disorders. 

This lab provides opportunities for faculty and students to conduct research on the acquisition and analysis of psychoacoustical, electrophysiological , and vestibular data for both clinical and research purposes. Instrumentation includes the GSI Audera, Neurocom InVision, and Tucker Davis Psychoacoustics and Speech Workstation.

Current research focuses on psychoacoustical responses in individuals with auditory processing disorders and reading disorders, vestibulo-occular reflex performance in athletes and those with a history of concussion, and pediatric hearing evaluations via apps available on smart technology.

The Augmentative and Alternative Communication and Autism Spectrum Disorder Lab, directed by Dr. Diane Millar, is located on the second floor of Waldron Hall in the Department of Communication Sciences and Disorders. 

This lab is designed to provide students, faculty, and members of the community opportunities to learn how various forms of augmentative and alternative communication can enhance the communication skills of individuals with a range of disorders (e.g., cerebral palsy, amyotrophic lateral sclerosis, autism spectrum disorder). In addition, individuals are encouraged to join in clinical and research opportunities focused on nonverbal and verbal communication strategies used by children, adolescents, and adults, including those with a diagnosis of autism spectrum disorder.

Current projects are centered around nonverbal communication, intervention strategies for adolescents with autism spectrum disorder, and learnability of augmentative and alternative communication systems. 

The Early Childhood Enrichment Center (ECE Center), directed by Dr. Corey H. Cassidy, is located on the first floor of Waldron Hall in the Department of Communication Sciences and Disorders.  Through interprofessional collaborations with students and faculty across the Radford University campus, and partnerships with community agencies in the New River Valley of Virginia, the mission of the ECE Center is to provide effective clinical and community-based services and conduct quality research to enrich the lives of young children and their families. The ECE Center is home to service, clinical, and research projects that address this mission.

Many children spend their entire day, and up to 5 days a week, in a center with their peers while growing, learning, and developing under the supervision of their childcare providers and early childhood teachers (ECTs). As speech-language pathologists, childcare centers often serve as the natural environment and the location in which we work with infants, toddlers, and preschoolers. While we often implement our services in these centers, this environment tends to lend itself to its own unique challenges. Keeping in mind the childcare providers in these centers serve as primary caregivers to the children we serve, a challenge worth addressing with our students, and future speech-language pathologists, is the creation of a connection and effective interprofessional collaboration with our ECT colleagues in these centers.           

Early childhood is an important period of development in the speech, language, and communication skills of infants, toddlers, and preschoolers (Brebner et al., 2016). It is, therefore, important that speech-language pathologists and ECTs understand each other’s training and expertise in order to work together to provide coordinated services to address the cognitive, language, communication, and literacy abilities of young children with and without disabilities (Barton, Moore, & Squires, 2012; Brebner et al., 2016). A collaboration between SLPs and ECTs is a natural collaboration.

With this in mind, several first-year speech-language pathology (SLP) graduate students in the Department of COSD now have the opportunity to serve infants and toddlers in this natural environment by working alongside and collaborating with ECTs in the early childhood classrooms at the Radford Early Learning Center (RELC), located just a few miles from RU. At the RELC, the SLP graduate students intentionally address the communication and language development of the young children in the classrooms, while learning how to embed these targets within every day activities and routines, and communicating effectively and working collaboratively with the ECTs to work on all of the developmental skills of the children in their care. The SLP graduate students and ECTs work together to address the developmental needs of the young children in their care. When the SLP graduate students are in the classroom, the children are served by both SLP graduate students and ECTs. While delivering services, the SLP students model facilitation of communication-enhancing strategies with the children to promote meaningful participation in the natural environment (McDonald et al., 2015). While the ECTs model classroom-based strategies for the SLP students, the students may also coach the ECTs in ways to further integrate specific communication opportunities across their everyday routines and activities. Through this interaction, the goal is that they will develop relationships that promotes collaboration in both planning and implementation of cognitive, adaptive, physical, self-help, and social-emotional, and communication strategies to address and enhance the development of the toddlers in their assigned classrooms.

Outcomes of this new program are assessed by Dr. Cassidy and her graduate students, via both thesis and scholarship-based projects, in its pilot year. The results, and subsequent plans based on the outcomes, of the data collected, will be shared by collaborative faculty and student presentations at the annual conference of the Speech-Language-Hearing Association of Virginia and annual convention of the American Speech Language Hearing Association in the very near future.

Research clearly indicates early experiences with homelessness tend to restrict the cognitive, language, and literacy development of young children.  Project Sprout is a prevention and awareness program for children between the ages of birth to five years and their families who are experiencing homelessness in the southwest region of Virginia. Project Sprout provides these parents and caregivers with knowledge, skills, and resources to mitigate some of the negative factors which may lead to developmental delays.  Between 2013-2019, more than one hundred Radford University (RU) undergraduate and graduate student volunteers were trained to effectively engage with families who were experiencing homelessness and provide them with information, activities, and materials to work with their children in four domains: cognition, speech/language/communication, emergent literacy, and social-emotional development. Following an intensive training program, these students (Project Sprout advocates) were equipped with an expanded awareness of the issues families who experience housing and socioeconomic challenges face in their own communities. The advocates also connected with more than 40 families across the New River Valley and provided them with information and resources to more effectively support their infants, toddlers, and preschool-aged children as they developed and grew, regardless of the environment in which they lived.

As of Fall 2023, Project Sprout is working once again with the Homeless and Foster Care Liaison for the New River Valley to reignite and support families in the New River Valley. The Liaison will once again identify eligible families, share information about Project Sprout with them, and obtain releases from those families who are interested in participating in a visit with the student advocates. Project Sprout will work together to ensure all eligible families are provided with an opportunity to benefit from the program. During the 2023-2024 academic year, the focus of Project Sprout will be on updating resources and materials, recruiting interested and eligible RU students, and implementing training for a new cohort of Project Sprout advocates. In the Fall of 2024, these trained volunteers will begin to connect and work directly with families who are identified as homeless and have at least one child between the ages of birth to five years.

All RU students are welcome to volunteer with Project Sprout!  Those who are studying to seek future employment in the arenas of education, healthcare, and/or human services may be particularly interested in the opportunity to interact with families in the community while enriching their own lives as they provide these services. Project Sprout Advocates will be assigned in teams of two to conduct visits with homeless families and/or those families living below the poverty line in the City of Radford, Montgomery County, or Pulaski County. During these visits (often in public libraries or parks), Advocates provide caregivers with age-appropriate and educational information, activities, and resources to interact with and address their children’s development skills. Advocates interact with families by a) engaging with parents and young children who are experiencing homelessness and/or poverty; b) interacting with the young children (between birth-five years) to address developmental milestones and skills; c) modeling for and coaching parents to utilize toys and materials and to generalize the developmentally appropriate skills within everyday activities/routines. In addition, each child will be provided with a small bag of developmentally appropriate books, toys, and materials that provide the basis for interactions and learning opportunities between themselves and their family members. These parent-child experiences set the stage for the development of these skills and for greater success in the children’s futures in school and life.

Program outcomes, including both successes and challenges, have been shared by faculty and students through multiple presentations at the annual convention of the American Speech Language Hearing Association and the annual conference of the Speech-Language-Hearing Association of Virginia.

Contact the RU ECE
Director: Corey H. Cassidy, Ph.D., CCC-SLP
cherd@radford.edu

The Language and Literacy Lab, directed by Dr. Michelle Lenhart, is located on the first floor of Waldron Hall in the Department of Communication Sciences and Disorders. 

This lab affords qualified faculty and students with opportunities to conduct research in the areas of language and literacy development and disorders for children and adolescents. Software and equipment in the lab include Systematic Analysis of Language Transcripts (SALT) software, statistical software packages (e.g. SPSS), audio recording equipment, and transcription pedals.  

Current projects are centered around language sampling contexts and analyses. 

Welcome to the Social Communication and Cognitive Abilities (SCCA) Laboratory, headed and developed by Dr. Peter Meulenbroek. The SCCA Lab is located on the second floor of Waldron Hall within the Department of Communication Sciences and Disorders. Dr. Meulenbroek is a new faculty member (joining in January 2024). The SCCA Lab actively cultivates a dynamic learning environment dedicated to promoting social health and well-being among adults with brain injuries through meaningful social engagement.

As we work towards establishing this innovative lab, our mission is threefold:
1.     Promoting Social Health and Well-being: Our primary goal is to enhance the quality of life for individuals with brain injuries by fostering their participation in meaningful social interactions. Through various interventions and programs, we aim to create an inclusive environment that promotes social engagement and connection.
2.     Conducting Research on Social Communication and Cognitive Disorders: We are committed to advancing knowledge in the fields of cognition and social communication as they relate to workplace soft skills and social competence in general among individuals with brain injuries. Our research initiatives explore interventions and treatments for dynamic social interactions.
3.     Training Future Professionals: The SCCA Lab is dedicated to providing comprehensive training to both graduate and undergraduate students. Our lab offers hands-on opportunities for students to develop clinical and research skills essential for the assessment and treatment of social communication disorders in individuals with brain injuries. Through mentorship and practical experience, we prepare students to become competent and compassionate professionals in the field.

Join us in our mission to promote social health, advance research, and train future leaders in the assessment and treatment of social communication disorders among individuals with brain injuries. Together, we can make a meaningful difference in the lives of those affected by these conditions.

If you are interested in attending one of our online groups for persons with acquired brain injuries, then please reach out to Dr. Meulenbroek at pmeulenbroek@radford.edu.

The Voice and Swallowing Disorders lab, directed by Dr. Vrushali Angadi, is located on the second floor of Waldron Hall in the Department of Communication Sciences and Disorders.

As a new faculty member joining the department in January 2024, Dr. Angadi is currently in the process of establishing a state-of-the-art Voice and Swallowing Disorders laboratory. The lab will offer a focused environment for faculty and students to engage in cutting-edge research specific to voice and swallowing disorders. Under the guidance of Dr. Angadi, students, whether at the undergraduate or graduate level, will have a unique opportunity to actively explore hands-on applications of laryngeal imaging techniques, including advanced methods like laryngeal stroboscopy, and acoustic and aerodynamic analysis of voice. Additionally, students will be able to gain experience with instrumental assessment of swallowing disorders. Beyond the technical aspects, students will gain insight into evidence-based research and its direct application to assessing and managing voice and swallowing disorders. Dr. Angadi's specialization in head and neck cancer patient rehabilitation, specifically in alaryngeal speech rehabilitation, offers a unique focus for student involvement, delving into the complexities of a distinct clinical population. Furthermore, students are actively encouraged to participate in research projects that extend to the development of technology aimed at enhancing intervention outcomes in the realm of voice and swallowing disorders.

All of the faculty maintain active clinical research programs. Faculty use grant funding to support their scholarly interests, publish and present their research at local, state, regional and national conferences. Much of their research includes graduate and undergraduate students with an interest in learning more about research in speech-language pathology and audiology. The following are some of the faculty’s recent scholarship.

Authors with an asterisk are students.

2023

Cassidy, C. (2023). Early Intervention and the Speech-Language Pathologist: Best Practices in Assessment and Intervention of Infants and Toddlers. Plural Publishing.

Cassidy, C. (2023). Service Delivery in Early Intervention. In M. Hudson & M. DeRuiter (Eds.), Professional Issues in Speech-Language Pathology and Audiology: Sixth Edition. Plural Publishing.

Eitemiller, P., & Cassidy, C. (2023, May 4). We Matter, Too: Self Care Strategies for ALL Service Providers. [Live Webinar]. Workshop presented at the National Association for Infant Mental Health Conference.

Eitemiller, P., & Cassidy, C. (2023, February 7). We Matter, Too: Self Care for Early Intervention Practitioners. [Live Webinar]. Virginia Early Intervention Professional Development Center/Virginia Commonwealth University (Producer).   

Eitemiller, P., & Cassidy, C. (2023, December). We Matter, Too: Self Care Strategies for Practitioners. Workshop accepted at the annual Division for Early Childhood International Convention, Minneapolis, MN.

Huth, R., Neurauter, V., Millar, D., & Kelkar, I.* (2023) Empathy: First Step Toward Improved DEI in Healthcare and Healthcare Education. Poster presented at the Annual Waldron College Interprofessional Symposium and Expo, Radford, VA.

Patton, K.* & Flora, L. (2023). Listening Behaviors and Attitudes Related to Recreational Noise Exposure in Young Adults. Poster presented at the Radford University Student Engagement Forum, Radford, VA. 

2022

Cassidy, C. (2022, September). Becoming “Youer than You”: Embrace your natural talents; unlock your team’s potential. Workshop (selected as Keynote Session) presented at the annual Southeast University Clinical Educators (SEUCE) Conference, Roanoke, VA.

Cassidy, C. (2022, July). The Human Side of Leadership and Teamwork: Discovering our strengths and talents. Workshop presented at the annual Creating Connections to Shining Stars: Virginia’s Collaborative Early Childhood Birth to Five Conference, Roanoke, VA.

Cassidy, C. (2022, July). Speech Sound Development in Early Intervention: Best Practices for Assessment and Treatment. Workshop presented at the annual Creating Connections to Shining Stars: Virginia’s Collaborative Early Childhood Birth to Five Conference, Roanoke, VA.

Cassidy, C. (2022, April 14). The truth about interprofessional practice: Great teamwork does not just happen. Keynote Address at the 2022 Waldron College Interprofessional Symposium & Expo; Radford University.

Eitemiller, P., Wilhelmi, S., & Cassidy, C. (2022, July). We Matter, Too: Self Care Strategies for ALL Practitioners. Workshop presented at the annual Creating Connections to Shining Stars: Virginia’s Collaborative Early Childhood Birth to Five Conference, Roanoke, VA.

Hendrix, N., Cassidy, C., Kennedy, D., & Weston, A. (2022). State Council of Higher Education in Virginia Fund for Excellence and Innovation Grant. Understanding the Needs and Challenges of Rural Students: The Role of Student Support in Successful Transfer. Award: $80,000.

Flora, L., Millar, D., Lenhart, M. H., Shepard, D., ASHA 2022, "Moving From a Traditional Admissions Formula to a Holistic Review," American Speech-Language-Hearing Association. (November 2022).

Peet, L.* & Flora, L. (2022). Examining the Applicability of the Vestibulo-Occular Reflex (VOR) in Concussion Assessment Protocols for the Female Collegiate Athlete. Poster presented at the Radford University Student Engagement Forum, Radford, VA. 

Stinnette, M.* & Millar, D. (2022). The Impact of Nonverbal Behaviors on Communicative Competence. Poster presented at the Radford University Student Engagement Forum, Radford, VA. 

2021

Cassidy, C. (2021, November). Into the Unknown: Creating Impactful Interprofessional Education Opportunities for Students and Faculty. Seminar presented at the annual conference of the American Speech-Language-Hearing Association, Washington, D.C.

Cassidy, C., & Winter, T. (2021, November). Speech-Language Pathology and Music Therapy: A Collaborative Approach for Young Children with Communication Disorders. Seminar presented at the annual conference of the American Speech-Language-Hearing Association, Washington, D.C.

Flora, L. S. (Co-Principal), Millar, D. C. (Co-Principal), Lane, K. T. (Co-Principal), "Enhancing Student Learning and Engagement using 3-D Models," Sponsored by Academic Programs, Radford University, $750.00. (2021).

*Hoch, M., *Long, L., & Lenhart, M. H.   Preferred or non-preferred? (2021, April 13-15). How complex can you get? An investigation of syntactic complexity in preferred and non-preferred tasks [conference presentation]. Radford University Student Engagement Forum, Radford, VA, United States. 

Lenhart, M., Pavelko, S., Bronaugh, D., Timler, G., & Dudding, C. (2021) Age-Related Changes Across Sampling Contexts for Older School-Aged Children. [Virtual Poster Presentation] Annual Convention of the American Speech-Language-Hearing Association, Washington, DC.

Lenhart, M.H., Pavelko, S.L., & Timler, G. R. (2021, March 20). Should I use SUGAR or SALT? Does it matter? A preliminary study [Conference presentation]. Speech-Language-Hearing Association of Virginia Conference.

2020

Bender, A. & Cassidy, C. (2020, August). In It Together, No Matter the Weather: The Power of Interprofessional Education and Collaborative Practice. Invited workshop presented to Longwood University faculty development: Part I (presented virtually).

Cassidy, C. & Core, C. (2020, October 29). Best Practices for Assessment & Treatment of Speech Sound Development in Early Intervention [Live Webinar WEB19804]; American Speech-Language-Hearing Association.

Cassidy, C. & Bender, A. (2020, September). Into the Unknown: Creating Impactful IPECP Activities at your Institution. Invited workshop presented to Longwood University faculty development: Part II (presented virtually).

Cassidy, C. (2020, March). Assessment and Treatment of Speech Sound Development in Early Intervention: The Bottom Line! Seminar presented at the annual conference of the Speech-Language-Hearing Association of Virginia, Arlington, VA.

Cassidy, C. (2020, March). Planning, Creating, and Implementing Interprofessional Education Opportunities for Our Students and Faculty. Seminar presented at the annual conference of the Speech-Language-Hearing Association of Virginia, Arlington, VA.

*King, K. & Millar, D. (2020). The Effect of Service-Learning in an Undergraduate CSD Program: Forging Academic Connections and Student Retention. Poster presented at the Radford University Student Engagement Forum in Radford, VA.

Lenhart. M. H., Pavelko, S. L., & Timler, G.R. (2020, November). SUGAR and SALT: Does your Language Sample Analysis Method Impact Your Conclusions? [Conference poster presentation]. Proposal accepted at the Annual Convention of the American Speech-Language-Hearing Association, San Diego, CA (Convention canceled).

Lenhart, M. H., Pavelko, S. L., & Timler, G. R. (2020, May 28-30). SUGAR and SALT: Does your LSA method impact your conclusions? [Conference poster presentation]. Symposium for Research on Child Language Disorders, Madison, WI, United States. http://www.srcld.org/Archive/PresentationList.aspx?year=2020&list=Session&session=2 (Conference cancelled)

Winter, T., & Cassidy, C., (2020, July). Music Therapy and Speech Language Pathology: Working with Children in an Early Childhood Program. Pre-conference seminar presented virtually at the ISME Commission on Special Music Education and Music Therapy International Conference, Helsinki, Finland.

2019

*Acosta, J., Millar, D., Shepard, D., Annual American Speech-Language-Hearing Association Conference, "Service-learning within an Undergraduate Program: Enhancing Academic Performance, Retention, and Community Partnerships," Orlando, FL. (2019).

Cassidy, C. (2019, July). Best Practice: Assessment and Treatment of Speech Sound Development in Early Intervention. Workshop presented at the annual Creating Connections to Shining Stars: Virginia’s Collaborative Early Childhood Birth to Five Conference, Roanoke, VA.

*Campbell-Doss, A. (Presenter), Epperly, R. D., Munroe, M., Rogers, K., Rohan, K., Smidl, S. L., *Speaks, E., 6th Annual Waldron College Interprofessional Symposium & Expo, "Interprofessional Therapy Missions Trip to Jamaica 2019," Radford University, Radford, VA. (April 18, 2019).

Cassidy, C., Winter, P., Cumbia, S.* (2019). An Interprofessional Early Childhood Training Program: Speech-Language Pathology and Music Therapy Student Outcomes and Reflections.  Journal of Interprofessional Care. doi: 10.1080/13561820.2019.1696761

Cassidy, C. (2019). Service Delivery Issues in Early Intervention. In M. Hudson & M. DeRuiter (Eds.), Professional Issues in Speech-Language Pathology and Audiology: Fifth Edition. Plural Publishing.

De Azagra, R.*, & Cassidy, C. (2019, April). Retrospective Analysis: A Young Child with a Pragmatic Communication Disorder Receiving Interprofessional Speech-Language Pathology and Music Therapy.  Podium Presentation at the 6^th Annual Waldron College Interprofessional Symposium & Expo, Radford, VA.

*Gibson, M., *McEntire, C., Millar, D., The Annual Waldron College Interprofessional Symposium and Expo, "Family-Focused Intervention for Improving Feeding and Language Skills: A Case Study," Radford, VA. (2019).

Grimm, M., Cassidy, C., & Barfield, A. (2019). Increasing Rural Healthcare Workforces (Rural HEALTH Works). National Institutes of Health (R25). Award: $1,077,850.00 (Not funded).

Lanter, E., *Brownmiller, H., *Striano, E., Annual conference of the Virginia Speech, Language and Hearing Association, "Designing Rubrics for Language Sampling: Progress Monitoring Made Easier," Virginia Speech-Language-Hearing Association, Richmond, VA. (March 8, 2019).

Lanter, E., Davis, K., *Maruszczak, A., *Collins, A., Annual conference on Higher Education Pedagogy, "Graduate Students’ Perceptions of Explicit Instructional Tools to Teach Reading," Center for Instructional  Development and Educational Research at Virginia Tech, Blacksburg, VA. (January 31, 2019).

Lanter, E. (Principal), *Brownmiller, H., *Franklin, H., *Lineberry, S., *McLachlan, R., "Early Writing Achievements in Children with Autism Spectrum Disorders: An Initial Investigation," Sponsored by Waldron College of Health and Human Services, Radford University, $2,400.00. (January 28, 2019 - June 1, 2019).

Millar, D. C., *Berry, J. "The Game Changers: Improving Social Competence through a Social Skills Program for Adolescents with Autism Spectrum Disorder," Radford University, $10,000.00. (2019 - 2020).

*Monsein, M., Arndt, K., Waldron College Interprofessional Symposium and Expo, "Who, What, How: Writing and Motivation in School-Age Children with Literacy Deficits," Radford University, Radford, VA. (April 18, 2019).

Shubert, K.*, & Cassidy, C. (2019, March). A Comparison of “Push-In” and “Pull-Out” Models of School Based Speech Language Pathology and Implications for Student Success. Poster session presented at the annual conference of the Speech-Language-Hearing Association of Virginia, Richmond, VA.

2018

Arndt, K., Davis, K., SHAV Annual Convention, "Full STEAM Ahead: Connecting Literacy to the Disciplines," SHAV, Williamsburg, VA. (March 24, 2018).

*Bell, M., *Higgins, T., Shelor, T. B., Epperly, R. D., Speech and Hearing Association of Virginia Annual conference 2018, "VNeST Promoting a more Fluent Future," SHAV, Williamsburg VA. (March 22, 2018).

*Bull, L., Flora, L. S., American Speech-Language-Hearing Association, "Ototoxic Implications of 2-hydroxypropyl-β-clyclodextrin for Individuals with Niemann-Pick Disease Type C," ASHA, Boston, MA. (November 2018).

Brunstetter, C.*, & Cassidy, C. (2018, March). Collaborative Practices Between Speech-Language Pathologists and Music Therapists. Poster session presented at the annual conference of the Speech-Language-Hearing Association of Virginia, Williamsburg, VA.

Cassidy, C., Speich, A*., & Xu, Y. (2018). The Effects of In-Service Training on Caregivers to Promote Language Development in Child Care Centers. International Journal of Mathematical Sciences in Medicine, 1(2), 11–22.

Cassidy, C., & Core, C. (2018, November). Best Practices in Assessment and Treatment of Speech Development in Early Intervention.  Seminar presented at the annual conference of the American Speech-Language-Hearing Association, Boston, MA.

Cassidy, C., Winter, T., Cole, A.*, Kunde, L.*, Livingston, E.*, & Lucas, B.* (2018, March). Interprofessional Collaboration between Speech-Language-Pathology and Music-Therapy in Early Childhood. Seminar presented at the annual conference of the Speech-Language-Hearing Association of Virginia, Williamsburg, VA.

Cassidy, C., Obst, A., Bell, M.*, Leirer, S.*, & Thompson, A.* (2018, March). Embedding Early Childhood Intervention in the Classroom: Succeeding Together. Seminar presented at the annual conference of the Speech-Language-Hearing Association of Virginia, Williamsburg, VA.

Davis, K., Arndt, K., NBASLH Convention, "Full STEAM Ahead: Connecting Literacy to the Disciplines," NBASLH, Washington, DC. (April 13, 2018).

Epperly, R. D., Annual Conference of the Speech, Language, Hearing Association of Virginia, "Exercising your voice while respecting your boundaries," SHAV, Williamsburg, VA. (March 2018).

Epperly, R. D., Annual Conference of the Speech, Language, Hearing Association of Virginia, "Supervision: Really, how hard can it be?," SHAV, Williamsburg, VA. (March 2018).

Flora, L. S., Millar, D., American Speech-Language-Hearing Association, "An Exploratory Examination of Wellness Strategies and Resliency on Academic Performance in Graduate Speech-Language Pathology Students," ASHA, Boston, MA. (November 2018).

Flora, L. S., Speech and Hearing Association of Virginia, "Student and Faculty Perceptions of Interprofessional Collaboration," SHAV, Williamsburg, VA. (March 2018).

*Frye, M., Arndt, K., SHAV Annual Convention, "Say WHAT?! Self-Regulated Strategy Development, Writing, and Language Impairment," SHAV, Williamsburg, VA. (March 23, 2018).

Lanter, E., Davis, K., Annual conference of the American Speech-Language-Hearing  Association (ASHA), "Give It to Me Straight: Why, How & What Should I Consider in Language Sampling," American Speech-Language-Hearing Association, Boston, MA. (November 17, 2018).

Lanter, E., *Vaughn, S., *Weldon, A., *Willits, A., *Campbell-Doss, A., 5th Annual Waldron College Interprofessional Symposium & Expo, "Recommended  Elements in Professional Learning for School-Based Speech-Language Pathologists," Radford University, Radford, VA. (April 10, 2018).

Lanter, E., *Vaughn, S., Annual conference of the American Council on Rural Special Education  (ACRES), "Professional Learning for Related Services Personnel in Rural Schools: Raising Awareness about Language-Based Learning Disabilities.," American Council on Rural Special Education (ACRES), Salt Lake City, UT. (March 15, 2018).

Lanter, E., "Pearson Research Assistance to Support Materials for Radford University Study: Early Writing Achievements in Children with Autism Spectrum Disorders: An Initial Investigation," Sponsored by Pearson Assessments, $335.00. (November 7, 2018 - September 1, 2020).

Lanter, E. (Principal), *Brownmiller, H., *Franklin, H., *Lineberry, S., *McLachlan, R., "Early Writing Achievements in Children with Autism Spectrum Disorders: An Initial Investigation," Sponsored by Graduate School: SEED, Radford University, $10,000.00. (May 17, 2018 - December 16, 2019).

*Lineberry, S., Millar, D., Radford University Student Engagement Forum, "Facilitating Success for College Students with Autism Spectrum Disorder," Radford University, Radford, VA. (2018).

Millar, D., Anthony, A., Annual Conference of the Council of Academic Programs in Communication Sciences and Disorders, "Faculty Workload: How to Determine Faculty Productivity Expectations," Austin, TX. (2018).

Park, H., Millar, D., *Logue, S., Annual American Speech-Language-Hearing Association Conference, "Addressing Eye Gaze Behaviors in Therapy for Individuals with Autism Spectrum Disorders," Boston, MA. (2018).

Park, H., *Logue, S., Millar, D., Annual Speech-Language-Hearing Association of Virginia, "Different Eye Contact Behaviors Depending on Topics of Conversations," Williamsburg, VA. (2018).

*Reedy, K., Park, H., Waldon College Interprofessional Symposium & Expo, "The Effects of Attention When Assessing People with Aphasia," Waldron College, Radford University, Radford, VA (April 10, 2018).

*Scales, E., Millar, D., Annual Speech-Language-Hearing Association of Virginia, "Collaboration of SLPs and Educators in Serving Students With ASD," Williamsburg, VA. (2018).

*Williams, J., Millar, D., Annual Speech-Language-Hearing Association of Virginia, "The Importance of Teaching Nonverbal Communication and Conversational Acknowledgers," Williamsburg, VA. (2018).

2017

Abel, A.D., Scheule, C.M., Barako Arndt, K., Lee, M.W., & Guillot Blankenship, K. (2017). Another look at the influence of maternal education on preschoolers' performance on two norm-referenced measures. Communication Disorders Quarterly, 38, 231-241.

*Brunstetter, C. & Lanter, E. (2017) The Importance of Incorporating Language Sampling in Clinical Education. Poster presentation at the Annual American Speech-Language-Hearing Association Conference in Los Angeles, CA.

Cassidy, C. (2017). Project Sprout: 2017-2018 Advocate Training and Project Implementation.  Funds awarded to support the continuation of the service-learning project, specifically related to the evidence-based training of student advocates and the purchases of developmental materials to provide to families in the community who receive services through Project Sprout. Radford University Scholar Citizen Designation and Co-curricular Grant.  Award: $640.

Cassidy, C. (2017). 2017 Waldron College Interprofessional Student Education and Practice Symposium.  Funds awarded to support and expand this annual program that involves more than 240 undergraduate and graduate students and more than 40 faculty.  A case-based, problem-solving approach is utilized to develop students’ interprofessional practice skills to enhance their abilities to collaborate and communicate with other healthcare, human services, and education-based disciplines. Radford University Scholar Citizen Designation and Co-curricular Grant.  Award: $2,000.

Cassidy, C. (2017, July). Embedding Speech-Language Intervention in the Classroom: Let’s Do It Together! Workshop presented at the annual Creating Connections to Shining Stars: Virginia’s Collaborative Early Childhood Birth to Five Conference, Roanoke, VA.

Cassidy, C. (2017, July). Ongoing Assessment: Strategies, Tools, and Documentation for Early Intervention Providers. Workshop presented at the annual Creating Connections to Shining Stars: Virginia’s Collaborative Early Childhood Birth to Five Conference, Roanoke, VA.

Cassidy, C., Ardman, A., * Bishton, K., * Gibson, M.,* Roebuck, K.* (2017, March). Project Sprout: Students Supporting Families Who Are Experiencing Homelessness. Seminar presented at the annual conference of the Speech-Language-Hearing Association of Virginia, Richmond, VA.

Cassidy, C., & Guill, E. (2017, March 11).  Communication Development and Intervention for Infants, Toddlers and Young Children with Down syndrome. Session presented at the annual conference of the Down Syndrome Association of Roanoke, Roanoke, VA.

Harper, B., Cox, K., Mickle, A., Siyufy, A., Holshouser, C., & Aron, A. (2017). Adolescent Behavior Regarding Concussion. Presented at the National American College of Sport Medicine Conference.

*Jones, K., *Flores, R., Millar, D., Radford University Student Engagement Forum, "Serving Adolescents with Autism Spectrum Disorder," Radford University, Radford, VA. (2017).

Lanter, E. A., *Bell, M., *Compton, J., *Flood, N., *Leirer, S., 4th Annual Waldron College Inter-Professional Symposium and Expo, "Can Metrics Applied to Children's Narrative Writing Samples Show Growth Over Time?," Radford University, Radford, VA. (April 2017).

Park, H., *Pang, A., Waldron College Interprofessional Symposium & Expo, "Verb and Thematic Role Production in Korean-English Bilingual Children  Compared to English Monolingual Children," Waldron College, Radford University, Radford, VA. (April 11, 2017).

Shelor, T. B. (Co-Presenter), Epperly, R. D. (Co-Presenter), 2017 South Eastern Clinical Educators Conference, "Think Outside the Remediation Plan," SEUCE, Athens GA. (September 28, 2017).

Smidl, S. L., Epperly, R. D., Interprofessional Symposium and Expo, "Service Learning in Belize," Radford University, RU campus. (April 11, 2017).

Vandergrift, K. F., Arndt, K., Our Turn!, "Your Most Productive Summer Ever!," Radford University, Radford, VA. (May 8, 2017).

*VanDerwerker, K., Millar, D., Ignite Student Leadership Conference, "Effective Communication When Working on a Team," Radford University, Radford, VA. (2017).

*VanDerwerker, K., Millar, D., Radford University Student Engagement Forum, "Attention Deficit Hyperactivity Disorder: Link Between ADHD and Executive Functioning," Radford University, Radford, VA. (2017).

*VanDerwerker, K., *Gibson, M., *DeCao, K., *Weaver, K., Millar, D., Radford University Student Engagement Forum, "Selective Mutism: Enhancing Understanding and Improving Treatment Approaches," Radford University, Radford, VA. (2017).