UWEC CERCA 2026: Full Schedule

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11:00am CDT

Poster 080: Student Perspectives on the Impact of Artificial Intelligence through the Lens of Self-Determination Theory in Speech, Language, and Hearing Science.

Wednesday April 29, 2026 11:00am - 1:00pm CDT

Davies Center: Ojibwe Ballroom (330)

Little is known about how students in speech, language, and hearing sciences perceive the role of artificial intelligence (AI) in their lives as learners and future clinicians. This study aims to capture SLHS students' perspectives on the potential pros and cons of AI through the lens of self-determination theory (SDT). SDT holds that well-being depends on the satisfaction of three psychological needs: autonomy, competence, and relatedness (social connection). Using a qualitative focus group design, students will first be introduced to SDT and discuss factors and experiences in student life that affect their sense of competence, autonomy, and relatedness. Students will then engage in guided peer discussions focused specifically on the use of AI, how it may positively and negatively impact the three SDT dimensions now and in the future. Data collection is ongoing. We anticipate that findings will reveal nuanced perspectives that can inform pedagogical and curricular strategies to help our program leverage the potential benefits of AI for student well-being while mitigating risks.

Presenters

Kaitlyn Owens

University of Wisconsin - Eau Claire

Jayne Satre

University of Wisconsin - Eau Claire

Faculty Mentor

Brian Orr

Communication Sciences and Disorders, University of Wisconsin - Eau Claire

Wednesday April 29, 2026 11:00am - 1:00pm CDT
Davies Center: Ojibwe Ballroom (330) 77 Roosevelt Ave, Eau Claire, WI 54701, USA

CERCA Posters, 1 Wednesday

Department Speech Language and Hearing Sciences
College CoHHS

11:00am CDT

Poster 081: Representation of Disability and Illness in Childrens Picture Books

Wednesday April 29, 2026 11:00am - 1:00pm CDT

Davies Center: Ojibwe Ballroom (330)

Speech-language pathologists (SLPs) work to provide inclusive services to children with both disabilities and medical illnesses and SLPs services often include use of children’s books. Further, research indicates that representation within children's books can shape identity and feelings of belonging. The purpose of this project was to understand the current literature related to representation of illness and disability in children’s books. To achieve this goal, we located and reviewed published research articles on this topic. We analyzed how they defined illness and disability, the specific types that were included in their analyses, and how they completed the analyses. Findings revealed varied definitions of illness and disability situated within both the medical model and social model of disability and illness. Additional findings revealed a range of methods of studying representation, including descriptive categorization and in-depth qualitative analysis of representation. These findings will inform the next phase of our research, which will be designed to better understand how SLPs conceptualize illness and disability and how this influences their selection of children’s books for use in their practices.

Presenters

Emily Holmes

University of Wisconsin - Eau Claire

Jenna Nybroten

University of Wisconsin - Eau Claire

Faculty Mentor

Rebecca Jarzynski

Communication Sciences and Disorders, University of Wisconsin - Eau Claire

Wednesday April 29, 2026 11:00am - 1:00pm CDT
Davies Center: Ojibwe Ballroom (330) 77 Roosevelt Ave, Eau Claire, WI 54701, USA

CERCA Posters, 1 Wednesday

Department Speech Language and Hearing Sciences
College CoHHS

11:00am CDT

Poster 082: The Perceived Impact of Microaggressions on Elementary School Speech-Language Pathologists and the Students They Serve

Wednesday April 29, 2026 11:00am - 1:00pm CDT

Davies Center: Ojibwe Ballroom (330)

Speech-language pathologists (SLPs) serve an increasingly diverse population, necessitating the need to understand the impact of microaggressions. Microaggressions are unintentional and often subtle acts of discrimination that can result from often unconscious beliefs. They can occur within everyday interactions. The purpose of this study was to better understand elementary school SLPs’ perceptions of the impact of microaggressions experienced by the students they serve within the school setting. Eight elementary school SLPs were interviewed to understand their perceptions. Their interviews were qualitatively analyzed to understand the types of microaggressions experienced within the school settings and the impact of those microaggressions. Findings revealed a variety of microaggressions experienced by both the children the SLPs served and the SLPs themselves. Additionally, SLPs perceived multiple impacts on students including effects on their self-perception, decreased self-efficacy, and reduced feelings of trust, safety, and belonging. SLPs also described impact on themselves including reduced self-efficacy within their role, misunderstandings of scope of practice, and feeling othered within the workplace. Findings will help current and future professionals understand the potential impacts of microaggressions, ultimately leading to higher quality care for children of all backgrounds.

Presenters

Lilith Compton

University of Wisconsin - Eau Claire

Ellie Morton

University of Wisconsin - Eau Claire

Faculty Mentor

Rebecca Jarzynski

Communication Sciences and Disorders, University of Wisconsin - Eau Claire

Wednesday April 29, 2026 11:00am - 1:00pm CDT
Davies Center: Ojibwe Ballroom (330) 77 Roosevelt Ave, Eau Claire, WI 54701, USA

CERCA Posters, 1 Wednesday

Department Speech Language and Hearing Sciences
College CoHHS

11:00am CDT

Poster 095: Exploring the Relationship Between Student’s Utilization and Perception of Screencast Materials in a foundational SLHS course

Wednesday April 29, 2026 11:00am - 1:00pm CDT

Davies Center: Ojibwe Ballroom (330)

In recent years, professors have increased their use of screencast resources, implementing a flipped classroom approach rather than a traditional learning style. This study aims to explore undergraduate students' perceptions and engagement with screencast lectures in one foundational course: SLHS 262 – Phonetics. Various studies have been conducted on the effectiveness of screencast material and the flipped classroom approach (e.g., Phillips & Wiesbauer, 2022). This study takes this idea one step further, exploring student perceptions of screencasts, student engagement with screencasts, the relationship between these variables, and how they relate to students’ expected final grade in the course. An online survey was sent to students enrolled in the Phonetics course near the end of the semester in three consecutive terms. The survey included questions about students’ engagement with screencasts and their feelings concerning the effectiveness of the screencast materials for that specific course. Data analysis is underway, but we hypothesize variable perceptions and engagement with screencasts; we further hypothesize that there is a relationship between students’ perceived importance of screencast material and the letter grade students expect to receive in the course.

Presenters

Grace Havel

University of Wisconsin - Eau Claire

Faculty Mentor

Sarah Schellinger

Communication Sciences and Disorders, University of Wisconsin - Eau Claire

Wednesday April 29, 2026 11:00am - 1:00pm CDT
Davies Center: Ojibwe Ballroom (330) 77 Roosevelt Ave, Eau Claire, WI 54701, USA

CERCA Posters, 1 Wednesday

Department Speech Language and Hearing Sciences
College CoHHS

11:00am CDT

Poster 096: Perspectives and Needs of People Affected by Brain Injury in Wisconsin

Wednesday April 29, 2026 11:00am - 1:00pm CDT

Davies Center: Ojibwe Ballroom (330)

The current study aims to examine the experiences and perspectives of Wisconsin residents with brain injury about medical, social, and case management services. About 20,000 people sustain brain injuries in Wisconsin per year (WI DHS, 2025). Nationwide, people with brain injuries report unmet needs, particularly in the chronic stages of recovery. Unmet needs typically include specialized services and referrals, mental health services, and ongoing cognitive-communication supports during chronic recovery. 180 individuals affected by brain injuries within the State of Wisconsin were recruited for this study. We distributed a survey via Qualtrics and paper copies. Questions related to demographics, brain injury history, use and adequacy of services, and perspectives on these services. All data has been collected, and analysis is ongoing. We predict respondents will report using a variety of medical, social, and case management services, but will also report a variety of unmet needs.

Presenters

Tess Maggio

University of Wisconsin - Eau Claire

Faculty Mentor

Jerry Hoepner

Speech, Language, and Hearing Sciences, University of Wisconsin - Eau Claire

Sarah Schellinger

Communication Sciences and Disorders, University of Wisconsin - Eau Claire

Wednesday April 29, 2026 11:00am - 1:00pm CDT
Davies Center: Ojibwe Ballroom (330) 77 Roosevelt Ave, Eau Claire, WI 54701, USA

CERCA Posters, 1 Wednesday

Department Speech Language and Hearing Sciences
Special Categories WI Focus
College CoHHS

11:00am CDT

Poster 107: Exploring Ambivalence in Clinical Conversations: A case study of conversations between a caregiver and a pediatric speech language pathologist

Wednesday April 29, 2026 11:00am - 1:00pm CDT

Davies Center: Ojibwe Ballroom (330)

Parents of children with language disorders frequently face feelings of ambivalence when having to make decisions about their child’s care. Ambivalence can be characterized as conflicting feelings about decisions related to their child’s care and education. Our study examines how ambivalence manifests in conversations between a speech language pathologist (SLP) and a mother of a kindergartener currently receiving speech and language services. Counseling conversations, informed by motivational interviewing principles, between the SLP and mother were recorded and collected for more than a year. Transcriptions of these conversations were completed, and initial analysis is presented. The results of our study provide insight for SLPs collaborating with caregivers navigating ambivalence in clinical decisions.

Presenters

Alyssa Bjorklund

University of Wisconsin - Eau Claire

Mason Colvin

University of Wisconsin - Eau Claire

Jayda Nesvacil

University of Wisconsin - Eau Claire

Faculty Mentor

Charlotte Clark

Communication Sciences and Disorders, University of Wisconsin - Eau Claire

Wednesday April 29, 2026 11:00am - 1:00pm CDT
Davies Center: Ojibwe Ballroom (330) 77 Roosevelt Ave, Eau Claire, WI 54701, USA

CERCA Posters, 1 Wednesday

Department Speech Language and Hearing Sciences
College CoHHS

11:00am CDT

Poster 108: Agency of Characters Who Stutter in Children’s Picture Book

Wednesday April 29, 2026 11:00am - 1:00pm CDT

Davies Center: Ojibwe Ballroom (330)

Much research explores the representation of children with disabilities broadly in children’s picture book, including themes related to identity and agency as represented in everyday life of characters. Our study specifically explores how children who are stuttered are represented in children’s picture books. We ask the question, “How is the agency of characters who stutter represented in children’s picture books?” Initial data was collected from 20 children’s picture books. Qualitative research methods were employed to illuminate patterns of representation. Cyclical analysis of the data set, using a constant comparison approach and consensus building, provided for the creation of multiple categories and patterns of representation related to character agency. These patterns of representation have great significance, as children’s literature serves as a tool for promoting communication confidence and resilience. Understanding how agency is portrayed through characters who stutter can be important for a speech-language pathologist, as book selections and narratives promoting empowerment of agency can result in positive intervention outcomes.

Presenters

CERCA Posters, 1 Wednesday

Department Speech Language and Hearing Sciences
College CoHHS

UWEC CERCA 2026

11:00am CDT

Kaitlyn Owens

Jayne Satre

Brian Orr

11:00am CDT

Emily Holmes

Jenna Nybroten

Rebecca Jarzynski

11:00am CDT

Lilith Compton

Ellie Morton

Rebecca Jarzynski

11:00am CDT

Grace Havel

Sarah Schellinger

11:00am CDT

Tess Maggio

Jerry Hoepner

Sarah Schellinger

11:00am CDT

Alyssa Bjorklund

Mason Colvin

Jayda Nesvacil

Charlotte Clark

11:00am CDT

Mckenna Daye

Logan Maass

Bryan Brown

Charlotte Clark

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