UWEC CERCA 2026: Full Schedule

2:00pm CDT

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

Tuesday April 28, 2026 2:00pm - 3:30pm 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

Tuesday April 28, 2026 2:00pm - 3:30pm CDT
Davies Center: Ojibwe Ballroom (330) 77 Roosevelt Ave, Eau Claire, WI 54701, USA

Spotlight on First-Year Research

Department Speech Language and Hearing Sciences
College CoHHS

4:00pm CDT

006: Community-based interventions for individuals with acquired brain injuries: A multipronged approach

Tuesday April 28, 2026 4:00pm - 6:00pm CDT

Davies Center: Woodland Theater (328)

Traumatic brain injury (TBI) patients often face significant challenges after their initial hospital stay, particularly when transitioning back into the community. Resource facilitation plays a critical role in this process by connecting patients with essential community supports, such as support groups, housing services, vocational opportunities, and social reintegration programs. These resources help individuals regain independence and improve overall quality of life.

In addition, training healthcare providers who work with TBI patients is essential for increasing awareness and effective use of these community resources. When providers are well-informed, they are better equipped to guide patients toward appropriate services. Research has shown that access to and utilization of community resources not only improves patient outcomes but also reduces societal costs, including healthcare expenses, incarceration rates, and loss of tax revenue.

Presenters

Anna Lindner

University of Wisconsin - Eau Claire

Faculty Mentor

Jerry Hoepner

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

Tuesday April 28, 2026 4:00pm - 6:00pm CDT
Davies Center: Woodland Theater (328) 77 Roosevelt Ave, Eau Claire, WI 54701, USA

WiSys Quick Pitch, Social Science & Humanities

Department Speech Language and Hearing Sciences
College CoHHS

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)

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

Mckenna Daye

University of Wisconsin - Eau Claire

Logan Maass

University of Wisconsin - Eau Claire

Faculty Mentor

Bryan Brown

Communication Sciences and Disorders, University of Wisconsin - Eau Claire

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

2:00pm CDT

Poster 001: Speech Language Pathology as a Practice: Virtue at Work

Thursday April 30, 2026 2:00pm - 4:00pm CDT

Davies Center: Ojibwe Ballroom (330)

It has been argued that philosopher Alasdair MacIntyre’s concept of a practice offers a robust and valuable model for understanding how, when supported by institutions, rightly ordered work can not only produce goods effectively but also foster workers’ personal growth and flourishing. MacIntyre describes a practice as a coherent, socially cooperative human activity that aims at “internal goods” realized through the pursuit of standards of excellence specific to that kind of work. This project asks whether speech-language pathology (SLP) qualifies as a practice and, if so, what potential challenges arise in achieving its internal goods. Through a review of the literature, we examined current ethical frameworks, descriptions of practice within SLP, empirical research, and philosophical discussions through the lens of MacIntyre’s framework. Findings are presented that illustrate the ways in which the field of SLP aligns with MacIntyre’s definition of a practice, followed by theorizing about the field’s internal goods, standards of excellence, as well as the external and institutional pressures that could influence the pursuit of those goods.

Presenters

Amy Neidhold

University of Wisconsin - Eau Claire

Natalie Storlie

University of Wisconsin - Eau Claire

Sydney Zimmerman

University of Wisconsin - Eau Claire

Faculty Mentor

Brian Orr

Communication Sciences and Disorders, University of Wisconsin - Eau Claire

Thursday April 30, 2026 2:00pm - 4:00pm CDT
Davies Center: Ojibwe Ballroom (330) 77 Roosevelt Ave, Eau Claire, WI 54701, USA

CERCA Posters, 2 Thursday

Department Speech Language and Hearing Sciences
College CoHHS

2:00pm CDT

Poster 002: The Bigger Story: School-Based SLPs’ Perspectives on the Role of Narrative in Student Flourishing

Thursday April 30, 2026 2:00pm - 4:00pm CDT

Davies Center: Ojibwe Ballroom (330)

Narrative language abilities are among the strongest predictors of academic achievement and social communication. Accordingly, speech-language pathologists routinely assess and treat narrative skills in ways considered best suited to help students navigate the demands of the school environment. While this approach is important and necessary, research from narrative psychology and philosophy suggests that narrative language (storytelling) serves broader purposes that extend beyond academic and social competence. The goal of this project is to gain a better understanding of school-based SLPs’ perspectives on these broader purposes, including self-authorship, meaning-making, narrative identity, moral imagination, and character development. We created a short educational video that introduces these broader purposes, along with a survey with Likert-scale questions for pre- and post-video self-reflection. SLPs were asked to evaluate their familiarity with and understanding of the expanded vision, and to offer their thoughts on whether they find this vision relevant and attainable in their work. Data collection is in progress. We expect the content to resonate positively with SLPs and their current practices, despite it being somewhat new for some. SLP input about feasibility and barriers to implementation will shape future efforts to support the broader purposes of narrative in their work.

Presenters

Hailey Gander

University of Wisconsin - Eau Claire

Faculty Mentor

Brian Orr

Communication Sciences and Disorders, University of Wisconsin - Eau Claire

Thursday April 30, 2026 2:00pm - 4:00pm CDT
Davies Center: Ojibwe Ballroom (330) 77 Roosevelt Ave, Eau Claire, WI 54701, USA

CERCA Posters, 2 Thursday

Department Speech Language and Hearing Sciences
College CoHHS

2:00pm CDT

Poster 029: Awareness of and Differences in Imposter Syndrome Among Undergraduate and Graduate Speech, Language, and Hearing Science Students

Thursday April 30, 2026 2:00pm - 4:00pm CDT

Davies Center: Ojibwe Ballroom (330)

Imposter Syndrome is a phenomenon that involves persistent feelings of self-doubt towards one’s abilities despite evidence of competence. Research on imposter syndrome within the field of speech-language pathology is scarce, indicating the presence of a research gap. Previous research within other fields indicates that imposter syndrome is prevalent in environments of high stress and achievement, making the student population particularly vulnerable to experiences of imposter syndrome. The aim of this study is to better understand the awareness of imposter syndrome (IS) among Speech, Language, and Hearing Science (SLHS) students and the ways it may manifest differently in SLHS undergraduate and graduate students. To address these aims, undergraduate and graduate SLHS students at the University of Wisconsin, Eau Claire were sent a Qualtrics survey containing various questions related to imposter syndrome. The anticipated outcome of this project is to understand whether UWEC SLHS undergraduate and graduate students report feeling IS and which characteristics of IS are frequently experienced in each student population. Ultimately, this could lead to strategies to support SLHS students in developing confidence so they can better support those they serve.

Presenters

Brynna Streifel

University of Wisconsin - Eau Claire

Faculty Mentor

Rebecca Jarzynski

Communication Sciences and Disorders, University of Wisconsin - Eau Claire

Thursday April 30, 2026 2:00pm - 4:00pm CDT
Davies Center: Ojibwe Ballroom (330) 77 Roosevelt Ave, Eau Claire, WI 54701, USA

CERCA Posters, 2 Thursday

Department Speech Language and Hearing Sciences
College CoHHS

2:00pm CDT

Poster 030: Childcare Teacher Beliefs About Multilingual Children

Thursday April 30, 2026 2:00pm - 4:00pm CDT

Davies Center: Ojibwe Ballroom (330)

The purpose of this study is to better understand childcare teachers' beliefs about multilingual language development. Understanding these beliefs is essential, as inaccurate advice or inappropriate referrals may contribute to inequities in access to speech-language pathology services for multilingual children. Researchers have found that early childhood teachers often hold false beliefs about the impact of multilingualism on language development, including the belief that learning multiple languages hinders language development or confuses children as they develop their language systems. Undergraduate researchers contacted daycare program directors via email to explain the purpose of the study and how it would be conducted. For centers that agreed to participate, researchers delivered paper surveys for teachers to complete and collected them one week later. Data were analyzed to examine the accuracy of daycare teachers’ knowledge and how factors such as previous work with multilingual children, years of experience in daycare, and level of education related to knowledge accuracy. These findings could spur action and future research aimed at increasing daycare teacher knowledge. This could improve the accuracy of information shared with parents and the appropriateness of referrals to speech-language pathologists, enhancing care for multilingual children and their families.

Presenters

Savannah Fiedler

University of Wisconsin - Eau Claire

Suzanne Frazier

University of Wisconsin - Eau Claire

Madeline Roberts

University of Wisconsin - Eau Claire

Alyson Simon

University of Wisconsin - Eau Claire

Faculty Mentor

Rebecca Jarzynski

Communication Sciences and Disorders, University of Wisconsin - Eau Claire

Thursday April 30, 2026 2:00pm - 4:00pm CDT
Davies Center: Ojibwe Ballroom (330) 77 Roosevelt Ave, Eau Claire, WI 54701, USA

CERCA Posters, 2 Thursday

Department Speech Language and Hearing Sciences
College CoHHS

2:00pm CDT

Poster 031: The Impact of an Interprofessional Training to Support the Communication of Children with Complex Communication Needs in Hospital Settings

Thursday April 30, 2026 2:00pm - 4:00pm CDT

Davies Center: Ojibwe Ballroom (330)

All individuals have the inherent right to communicate (McLeod, 2018), and every person, regardless of age, deserves the opportunity to participate in their healthcare (Ward, 2015). However, children with complex communication needs (CCN) frequently encounter barriers to effective communication in healthcare settings. Interactions between children with CCN and nurses are often compromised, resulting in frustration for both parties (Fink et al., 2008; Shilling et al., 2012). These communication breakdowns can adversely affect care, delay recovery, and prolong hospital stays (Fink et al., 2008), while also requiring parents to assume the roles of advocates and protectors (Shilling et al., 2012). Furthermore, research indicates that both nurses and speech-language pathologists (SLPs) report low confidence in their ability to support the communication needs of children with CCN. The purpose of this study was to examine the impact of a pilot interprofessional training on the confidence levels of SLP and nursing students. Graduate SLP students provided instruction to nursing students on strategies for supporting hospitalized children with CCN. Subsequently, both groups participated in simulations in which they completed mock nursing tasks while facilitating communication with a “child” with CCN. Participants completed a retrospective pre-post rating scales assessing confidence in supporting children with CCN and engaging in interdisciplinary collaboration. Results indicated increased confidence among all students, with nursing students demonstrating greater gains than SLP students.

Presenters

Michael Feldhacker

University of Wisconsin - Eau Claire

Faculty Mentor

Meg Lagunas

Nursing, University of Wisconsin - Eau Claire

Rebecca Jarzynski

Communication Sciences and Disorders, University of Wisconsin - Eau Claire

Thursday April 30, 2026 2:00pm - 4:00pm CDT
Davies Center: Ojibwe Ballroom (330) 77 Roosevelt Ave, Eau Claire, WI 54701, USA

CERCA Posters, 2 Thursday

Department Speech Language and Hearing Sciences
College CoHHS

2:00pm CDT

Poster 032: /fənɝdl/: A Game to Teach Place, Manner, and Voice of Articulation

Thursday April 30, 2026 2:00pm - 4:00pm CDT

Davies Center: Ojibwe Ballroom (330)

We have seen a noticeable lack of understanding amongst undergraduate SLHS students in upper-level courses when recalling information on how speech sounds are made by mouth. We developed a game to reinforce knowledge about the articulation of speech sounds necessary for graduate school and a career as a speech-language pathologist or audiologist. To play the game, the course professor will give each student a notecard and display a prompt. Each student will identify a word that fits based on syntactic constraints. Students will identify sounds and write down the place, voice, and manner of articulation for each sound in the word. When finished, students exchange their work with another and identify the phonetic symbols for all sounds described. This game was played often throughout the 2025 Spring and Fall semesters, and the data is analyzed in the following semester. From the data analyzed for spring of 2025, students made errors in phonetic transcriptions with orthography, place, voice, manner, and the number of phonemes in the word. Through anecdotal evidence, students improved speed and accuracy of their transcriptions over time. This data indicates that the game is effective for helping students engage with knowledge about place, voice, and manner.

Presenters

Karina Brandt

University of Wisconsin - Eau Claire

Emily Dahlstrom

University of Wisconsin - Eau Claire

Faculty Mentor

Bryan Brown

Communication Sciences and Disorders, University of Wisconsin - Eau Claire

Lesley Mayne

Communication Sciences and Disorders, University of Wisconsin - Eau Claire

Thursday April 30, 2026 2:00pm - 4:00pm CDT
Davies Center: Ojibwe Ballroom (330) 77 Roosevelt Ave, Eau Claire, WI 54701, USA

CERCA Posters, 2 Thursday

Department Speech Language and Hearing Sciences
College CoHHS

2:00pm CDT

Poster 059: Poetry Interventions for People with Aphasia and Cognitive-Communication Disorders: A modality of expression that is well-suited to reflecting on struggles evoking a sense of self and renegotiating identity

Thursday April 30, 2026 2:00pm - 4:00pm CDT

Davies Center: Ojibwe Ballroom (330)

Individuals with aphasia experience changes in communication that alter identity and life outlook. The poetry modality is less constrained by rules, expresses sense of self, improving self-expression, sharing things otherwise not shared, and processing trauma and getting it out. The indirect, metaphorical language of poetry improves self-expression, partly through externalizing and distancing oneself from their writing. It leads to an increased sense of agency, new identities, sense of belonging, purpose, and a renewed sense of self. Research aim: Understanding the benefits of poetry for individuals with aphasia and CCD. 90-minute weekly sessions were delivered on Zoom to individuals with aphasia and/or cognitive-communication disorders by two graduate speech-language pathology students and a poet. Semi-structured interviews were conducted with 20 poets and analyzed through reflexive thematic analysis. Themes include poetry stigma, helping others (poems help others with aphasia, others can understand ones’ experience through poetry), helping self (processing trauma; expressing feelings is healing; accomplishment; growth; new identity; confidence), power of poetry modality (metaphors helps sharing, putting feelings into words, expressing the inexpressible), and power of group (belonging, group is relief, inspired by peer poets, feeling vulnerable). Poetry is a powerful modality for identity recovery when coupled with group interactions and project-based interventions

Presenters

Mallory Delagrave

University of Wisconsin - Eau Claire

Macy Gutting

University of Wisconsin - Eau Claire

Sammi Salm

University of Wisconsin - Eau Claire

Faculty Mentor

Jerry Hoepner

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

Thursday April 30, 2026 2:00pm - 4:00pm CDT
Davies Center: Ojibwe Ballroom (330) 77 Roosevelt Ave, Eau Claire, WI 54701, USA

CERCA Posters, 2 Thursday

Department Speech Language and Hearing Sciences
College CoHHS

2:00pm CDT

Poster 060: North American TBIconneCT: Using Video Modeling Intervention to Improve Social Communication Awareness and Confidence for Individuals with Traumatic Brain Injury

Thursday April 30, 2026 2:00pm - 4:00pm CDT

Davies Center: Ojibwe Ballroom (330)

Traumatic brain injury (TBI) results from an external force, causing impairments to social communication between loved ones. Individuals with TBI experience word-finding, poor turn-taking, disinhibition, and repetitiveness. TBIconneCT is a 10-week manualized telerehabilitation program from Australia, shown to produce significant gains in social communication behaviors. Our first aim addressed whether the delivery of the North American version of TBIconneCT via Telehealth videoconferencing improves communication awareness and confidence in the large group context. Our second aim addressed whether the program reduces negative communication behaviors and increases collaborative communication features. Participants engaged in collaborative video review in large group, discussing reactions to pre-developed, contrasting examples of effective and ineffective conversations. Large-group portions of session videos were examined qualitatively through qualitative content analysis and reflexive thematic analysis. Qualitative content analyses identified value in sharing experiences with other individuals with TBI, recognition of communication breakdowns, metacognitive discussions of repairs and preempting breakdowns, the value of peer feedback, and partners identified the value of seeing other individuals with TBI to help put their partner’s behaviors into context. Reflexive analysis indicated that large group interactions created a sense of shared experience, better recognition of communication breakdowns, increased repairs and self-regulation, and the value of peer feedback.

Presenters

Nina Telander

University of Wisconsin - Eau Claire

Faculty Mentor

Jerry Hoepner

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

Thursday April 30, 2026 2:00pm - 4:00pm CDT
Davies Center: Ojibwe Ballroom (330) 77 Roosevelt Ave, Eau Claire, WI 54701, USA

CERCA Posters, 2 Thursday

Department Speech Language and Hearing Sciences
College CoHHS

2:00pm CDT

Patient Perspectives on Rural Healthcare Accessibility

Thursday April 30, 2026 2:00pm - 4:00pm CDT

Davies Center: Centennial Room (320A&B)

Rural communities may experience barriers to healthcare access, such as provider shortages, long travel distances, and challenges with technology or internet connections, which have a negative effect on overall patient outcomes. The purpose of this project was to examine patient perspectives on rural healthcare access in the Eau Claire region. Older adults living in rural communities around Eau Claire were interviewed about their perspectives and experiences in accessing healthcare services. These interviews included questions related to telehealth and artificial intelligence, as these have emerged as potential solutions for addressing healthcare needs in rural communities. The participants’ responses were analyzed using qualitative content analysis. Themes, categories, and exemplars from the participant interviews will be presented.

Presenters

Hadley Anderson

University of Wisconsin - Eau Claire

Adyson Gustafson

University of Wisconsin - Eau Claire

Anna Hanstedt

University of Wisconsin - Eau Claire

Grace Havel

University of Wisconsin - Eau Claire

Mae Johnston

University of Wisconsin - Eau Claire

Scarlette Miller

University of Wisconsin - Eau Claire

Maddie Moe

University of Wisconsin - Eau Claire

Lize Newsome

University of Wisconsin - Eau Claire

Addisyn Suchla

University of Wisconsin - Eau Claire

Caylie Swan

University of Wisconsin - Eau Claire

Izzy Taylor

University of Wisconsin - Eau Claire

Taya Whittenberger

University of Wisconsin - Eau Claire

Marissa Wilson

University of Wisconsin - Eau Claire

Faculty Mentor

Abby Hemmerich

Communication Sciences and Disorders, University of Wisconsin - Eau Claire

Shannon Collins

Kinesiology, University of Wisconsin - Eau Claire

Thursday April 30, 2026 2:00pm - 4:00pm CDT
Davies Center: Centennial Room (320A&B) 77 Roosevelt Ave, Eau Claire, WI 54701, USA

From FYE to HIE: High Impact Experiences for First-Year Students

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

2:00pm CDT

Provider Perspectives on Rural Healthcare Accessibility

Thursday April 30, 2026 2:00pm - 4:00pm CDT

Davies Center: Centennial Room (320A&B)

Previous studies have indicated a gap in healthcare access between urban and rural environments, primarily associated with travel distances and relative availability of providers. Technological solutions, such as telehealth, have been proposed as a way to close the access gap, but it is unclear whether telehealth and other technologies are having a sufficient impact. The purpose of this project was to examine providers’ perceptions of rural healthcare access in communities near Eau Claire, and particularly how technology plays a role in rural healthcare. Healthcare providers from the region completed an anonymous survey to share their experiences and perceptions. The participants’ responses were analyzed using qualitative content analysis and themes, categories, and exemplars will be presented.

Presenters

Hadley Anderson

University of Wisconsin - Eau Claire

Adyson Gustafson

University of Wisconsin - Eau Claire

Anna Hanstedt

University of Wisconsin - Eau Claire

Grace Havel

University of Wisconsin - Eau Claire

Mae Johnston

University of Wisconsin - Eau Claire

Scarlette Miller

University of Wisconsin - Eau Claire

Maddie Moe

University of Wisconsin - Eau Claire

Lize Newsome

University of Wisconsin - Eau Claire

Addisyn Suchla

University of Wisconsin - Eau Claire

Caylie Swan

University of Wisconsin - Eau Claire

Izzy Taylor

University of Wisconsin - Eau Claire

Taya Whittenberger

University of Wisconsin - Eau Claire

Marissa Wilson

University of Wisconsin - Eau Claire

Faculty Mentor

Abby Hemmerich

Communication Sciences and Disorders, University of Wisconsin - Eau Claire

Thursday April 30, 2026 2:00pm - 4:00pm CDT
Davies Center: Centennial Room (320A&B) 77 Roosevelt Ave, Eau Claire, WI 54701, USA

From FYE to HIE: High Impact Experiences for First-Year Students

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

2:00pm CDT

Rural Healthcare Accessibility: Comparisons Between Patient and Provider Perspectives

Thursday April 30, 2026 2:00pm - 4:00pm CDT

Davies Center: Centennial Room (320A&B)

Individuals living in rural communities may face challenges in accessing healthcare services related to internet availability, provider options, and travel distances to healthcare facilities. Telehealth, virtual healthcare, and other technology-driven options have emerged, but may not fully address the needs of rural communities. The purpose of this study is to compare perceptions of healthcare providers to perceptions of patients, particularly related to the value and effectiveness of technological solutions to healthcare access. Surveys of rural healthcare providers and interviews with rural older adults who access healthcare were gathered. Both groups responded to similar questions related to access, as well as the use of technology, telehealth, and artificial intelligence in healthcare settings. Comparisons between the perceptions of providers and patients will be presented.

Presenters

Hadley Anderson

University of Wisconsin - Eau Claire

Adyson Gustafson

University of Wisconsin - Eau Claire

Anna Hanstedt

University of Wisconsin - Eau Claire

Grace Havel

University of Wisconsin - Eau Claire

Mae Johnston

University of Wisconsin - Eau Claire

Scarlette Miller

University of Wisconsin - Eau Claire

Maddie Moe

University of Wisconsin - Eau Claire

Lize Newsome

University of Wisconsin - Eau Claire

Addisyn Suchla

University of Wisconsin - Eau Claire

Caylie Swan

University of Wisconsin - Eau Claire

Izzy Taylor

University of Wisconsin - Eau Claire

Taya Whittenberger

University of Wisconsin - Eau Claire

Marissa Wilson

University of Wisconsin - Eau Claire

Faculty Mentor

Abby Hemmerich

Communication Sciences and Disorders, University of Wisconsin - Eau Claire

Thursday April 30, 2026 2:00pm - 4:00pm CDT
Davies Center: Centennial Room (320A&B) 77 Roosevelt Ave, Eau Claire, WI 54701, USA

From FYE to HIE: High Impact Experiences for First-Year Students

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

1:00pm CDT

Faculty and Undergraduate Student Perceptions of Person-Centered Care Principles in Speech, Language, & Hearing Sciences Coursework

Friday May 1, 2026 1:00pm - 2:00pm CDT

Davies Center: Woodland Theater (328)

The study is an examination of how fundamental themes surrounding person and family-centered care in the field of Speech, Language, and Hearing Sciences are incorporated in undergraduate coursework. A prior study indicated that biological science-oriented courses had low visibility for cultural and linguistic content across students, while courses oriented towards social sciences had high visibility for that content. Three courses rated as having highly and poorly visible cultural and linguistic diversity topics were selected, and faculty members were interviewed about the design of the course. Student perceptions of cultural and linguistic diversity content inclusion in the corresponding courses were gathered. Comparisons of responses between faculty and students, amongst students within courses, and across high and low cultural visibility courses will be shared. Implications for program improvement and future professional development will inform future teaching and clinical considerations.

Presenters

Samantha Brown

University of Wisconsin - Eau Claire

Carlee Elliot

University of Wisconsin - Eau Claire

Faculty Mentor

Abby Hemmerich

Communication Sciences and Disorders, University of Wisconsin - Eau Claire

Friday May 1, 2026 1:00pm - 2:00pm CDT
Davies Center: Woodland Theater (328) 77 Roosevelt Ave, Eau Claire, WI 54701, USA

Provost's Honors Symposium

Department Speech Language and Hearing Sciences
College CoHHS

2:10pm CDT

Moving Ahead with A.H.E.A.D.: Co(re)-designing a psychoeducational program for people with brain injuries

Friday May 1, 2026 2:10pm - 3:10pm CDT

Davies Center: Menominee Room (320F)

Individuals with acquired brain injuries experience changes to communication and cognition that compromise their ability to return to pre-morbid life activities. A.H.E.A.D. is an 8-week psychoeducational program for individuals with brain injury that focuses on learning strategies related to memory, attention, self-regulation/anger management, and communication. The UWEC SLHS department facilitated the 8-week program in the spring of 2025 but identified several concerns with the program. Along with five individuals with brain injuries, we implemented a co-design and co-production methodology to refine and redesign materials for the program, reducing overly text-heavy and overwhelming content. This included over ten hours of co-design thus far, with more sessions planned this spring. This aligns with best practices in development and implementation of interventions in speech-language pathology and related disciplines. All PowerPoint slides have been redesigned, reducing problematic language, excess text on slides, redundancies, reducing amount of content and fostering better discussions, rather than information dumping. A big part of co-design is coordinating interactions to elicit expertise from individuals with brain injuries, including challenges with communication that best supports participation.

Presenters

Provost's Honors Symposium

Department Speech Language and Hearing Sciences
College CoHHS

2:00pm CDT

4:00pm CDT

11:00am CDT

11:00am CDT

11:00am CDT

11:00am CDT

11:00am CDT

11:00am CDT

11:00am CDT

2:00pm CDT

2:00pm CDT

2:00pm CDT

2:00pm CDT

2:00pm CDT

2:00pm CDT

2:00pm CDT

2:00pm CDT

2:00pm CDT

2:00pm CDT

2:00pm CDT

1:00pm CDT

2:10pm CDT

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