Audiology and Speech-Language Pathology

Self-Assessment Document

David O. McKay School of Education Brigham Young University Provo, Utah 84602

December 29, 2000 Self-Assessment Document of

Audiology and Speech-Language Pathology David O. McKay School of Educaton Brigham Young University Provo, Utah 84602

This document has been prepared by the following members of the department.

Date David L. McPherson, Professor and Chair

Date Nancy Blair, Assistant Professor

Date Bonnie Brinton, Professor

Date Ron Channell, Associate Professor

Date Barbara Culatta, Professor

Date Christopher Dromey, Assistant Professor

Date Martin Fujiki, Professor

Date Richard Harris, Professor

Date Lee Robinson, Assistant Professor

Date Sherlaine Waters, Department Secretary Some elements of this document have been included with the intention of satisfying accreditation requirements of Northwest Association of Schools and Colleges and other accrediting bodies as described in the Preface. Document template and some data have been provided by BYU Planning and Assessment.

TABLE OF CONTENTS

TABLE OF CONTENTS ...... II PREFACE...... IV OVERVIEW...... 1 DEPARTMENT PROCEDURES ...... 9 Faculty Advancement and Review ...... 9 Faculty Recruitment ...... 10 Student Admission...... 10 Grievances and Appeals ...... 10 Student Involvement...... 11 FACULTY...... 11 STUDENTS...... 15 DEGREE PROGRAMS AND SERVICES...... 20 Relationship with other Programs ...... 20 Service ...... 20 Comparison to Other Programs ...... 20 UNIVERSITY PROGRAMS INVOLVEMENT ...... 21 ASLP 133: Introduction to Audiology and Speech-Language Pathology ...... 21 Graduate Programs...... 22 FACILITIES AND RESOURCES ...... 23 Classroom Space ...... 23 Office Space ...... 23 Clinical Space...... 23 Laboratory Space...... 23 Library: General (taken from BYU Graduate catalog) ...... 23 Library specific to ASLP...... 24 ASSESSMENT AND EVALUATION ...... 27 Major Reviews ...... 27 Internal Marker...... 27 RESPONSE TO THE 1997 GRADUATE COUNCIL REPORT ...... 28 SUMMARY...... 38 APPENDICIES...... 39 APPENDIX A: FACULTY CURRICULUM VITAS...... 40 Nancy Blair ...... 40 Bonnie Brinton ...... 42 Ron Channell...... 62 Barbara Culatta...... 67 Barbara Culatta, Ph.D...... 67 Christopher Dromey...... 84

Martin Fujiki ...... 92 Richard Harris ...... 112 David L. McPherson ...... 130 Lee Robinson...... 157 Appendix B: Professional Track Document...... 161 Professional Track ...... 161 I. Position Descriptions: ...... 161 II. Requirements for Appointment: ...... 161 III. Clinical Supervision and Administration:...... 162 IV. Citizenship: ...... 163 Appendix C: Undergraduate Handbook ...... 165 Appendix D: Graduate Handbook ...... 176 Appendix E: Summary of 1997 Graduate Council Review...... 191 Appendix F: Summary of 1998 ASHA CAA Re-Accreditation ...... 200 Appendix G: Study List for Graduate Students AUDIOLOGY...... 203 NON-BYU AUDIOLOGY UNDERGRADUATE DEGREE...... 205 SPEECH-LANGUAGE PATHOLOGY...... 208 NON-BYU SPEECH-LANGUAGE PATHOLOGY UNDERGRADUATE DEGREE ...... 210 Appendix H: Exit Interview ...... 213

III

PREFACE The faculty of the Department of Audiology and Speech-Language Pathology prepared this document because of its desire to maintain an excellent academic program in Audiology and Speech-Language Pathology and to engage in a self-regulatory process. Information contained within this report was obtained directly from the Brigham Young University Planning and Assessment Office and the remainder is from our own records. Supporting documents that are not included in this report are available from the Department. The most significant document is the Application for Reaccreditation that the Department submitted to the Council on Academic Accreditation (CAA), American Speech-Language and Hearing Association in 1998. The Department is fully accredited in both Audiology and Speech-Language Pathology.

OVERVIEW The Department of Audiology and Speech-Language Pathology (hereafter referred to as the Department) became an independent department in the David O. McKay School of Education in March 1997. Prior to that date Audiology and Speech- Language Pathology (hereafter referred as ASLP) was a program in the Department of Educational Psychology, David O. McKay School of Education. This change was mostly in response to a recommendation that came from the 1996 Self-Study Report and the Graduate Council Report dated January 28, 1997.

The undergraduate program was reorganized in 1998 and combined the separate undergraduate degrees of Audiology (B.S.) and Speech-Language Pathology (B.S.) into a single undergraduate degree program (Audiology and Speech-Language Pathology (B.S.). This action has resulted in providing the students with more graduate program options and slightly reduced the number of credits required for graduation. The Department is now beginning to review its future participation in service learning. Two activities that suggest strong potential for service learning are the participation of seven of our undergraduate students on a Head Start project, and the consideration of an undergraduate clinical experience for selected students.

Recent trends and changes at the national level in the area of Audiology requiring a doctorate as an entry level degree by the year 2010, with interim standards to be met by 2007, resulted in the ASLP faculty reviewing its graduate program in Audiology. It was the consensus of the faculty that it would be in the best interest of the Department to suspend admissions to the graduate program in Audiology beginning Fall 2001. The Audiology Clinic will continue normal operation and service to both the University community and the public. The undergraduate and research components of the Audiology program will remain in place. A letter regarding this action was distributed to those individuals associated with the Department on April 5, 2000.

The result of suspending admission to the Audiology graduate program has permitted the Department to transfer one FTE from Audiology to Speech-Language Pathology thus allowing us to increase our graduate student enrollment by six students in Speech- Language Pathology. One of the by-products of this action is that we have better addressed needs at both the state and national levels by increasing the number of graduate students in Speech-Language Pathology, an area of great shortage.

One of our greatest challenges is the replacement of faculty. Since 1998 we have had five faculty leave their positions, two through retirement, one through failure to meet expectations, one for family reasons, and one due to the changes made to our Audiology program. Three of the positions were in the Professorial track and two were in the Professional track. Currently there are two positions, one in Speech-Language Pathology (Professorial track), which we hope to fill with an individual having a neurogenic emphasis, and the other as the Audiology Clinic Director (Professional track). As of this writing we believe we have filled the Audiology Clinic Director position.

In the Fall of 1999 we completed and offered our first Web-based course, ASLP 133 “Introduction to Speech-Language Pathology and Audiology.” This course has won awards and has been used as an example throughout the campus. It has had the largest registration of any online course at Brigham Young University. It is also offered through Continuing Education.

The next five years needs to be a stabilizing time for the Department. We need to involve more of our undergraduate and graduate students in faculty research which results in professional journal publications. The replacement of faculty is a major concern and consequently we need to be encouraging and sending more of our graduates to doctoral programs (Ph.D.). In the last five years we have sent three graduate students in the area of Audiology to doctoral programs at University of Washington, Indiana University and University of Memphis. One student withdrew from the doctoral program at University of Memphis due to personal reasons. Two graduate students in Speech- Language Pathology have pursued doctoral programs in the last five years at the University of Kansas, and the University of Utah.

Faculty research needs to continue to become focused. Most importantly we need to capture outside funding from state and federal agencies, as well as research foundations. Although we have improved our Activity Index (see Table 7) and in 1998 exceeded both the College and University mean, we have essentially no activity for funded research from external agencies through 1999. However, it should be noted that some of our faculty have obtained funding from capital venture groups (Sonics Innovations), corporations (U.S. West), and foreign governments (Poland, Egypt) for various services, activities, and training. Also, Professor Culatta currently holds a federal Demonstartion Model grant which was brought with her from the University of Rhode Island when she joined our Department Fall 2000.

The Department has been responding to calls for changes in teaching and classroom technology. There has been limited success in incorporating new technology in many of our undergraduate and graduate classes; however, during the next five years we must accelerate the rate of such activity as well as producing, as appropriate, additional Web based on-line courses.

The faculty serves the profession, community, and university well as demonstrated by individual curriculum vitae (see Appendix A). Three of our faculty members are Fellows of the American Speech-Language and Hearing Association. There is a need in the profession, especially in Utah, for good continuing education. Many professional organizations as well as state licensing boards are beginning to require mandatory continuing education experiences. The Department will explore and review these needs and possibly begin to develop and offer continuing education through seminars, on-line courses, and other appropriate means.

The overall level of facultyt morale and spirit is excellent. The Department is unified in its direction and needs. The faculty are very supportive of one another and enjoy and participate with each other both professionally and socially.

Student morale at the graduate level is quite good as evidenced by exit interviews and participation of the students at some of the departmental social events. Undergraduate morale seems strong although this is a little more difficult to ascertain. Our undergraduate student organization, a chapter of the National Student Speech-Language and Hearing Association, has good membership, and is active in service and social functions. We would like to strengthen this organization through more participation at the national level.

In general the Department is good-to-strong in the areas of scholarship, teaching, and community service. However the variance across faculty needs to be more consistent by bringing faculty to the highest level of activity and maintaining that level. The faculty, as now constituted, is committed to this endeavor and appears to be showing increased strength in all areas with a need for emphasis on external funding.

3 Figure 1: Department of Audiology and Speech-Language Pathology

Dean David O. McKay School of Education

Department Chair

Secretary (1) Graduate Coordinator Faculty Audiology Clinic Director SLP Clinic Director

Part-Time Secretary (2) Graduate and Awards Committee Full-Time Faculty (9) Part-Time Faculty (3)

Professorial (7) Professional (2)

Professor (5) Assistant Professor (2)

Associate Professor (1)

Assistant Profesor (1)

*Most individuals within the department organization or associated with the department hold multiple assignments, but are shown and tabulated only once in their primary role. Numbers of personnel for each category are in parentheses.

4 Table 1: Mission and Goals Alignment

Brigham Young University Mission Audiology & Speech-Language Pathology M.S. Program Statement: Mission Statement: to assist individuals in The mission of the Audiology and Speech-Language Pathology their quest for perfection Department is to advance knowledge and learning in science and clinical and eternal life. practice through research, teaching, and clinical service.

Aims or expected Brigham Young outcomes of a BYU University Institutional Goals or Program Intended Outcomes (and aligned education are: Objectives: institutional objectives): 1. spiritually 1. Educate the minds and 1. Students will apply the principles of the gospel to enhance the quality of strengthening, spirits of students within a life of the individuals they serve (aligned with 1a and 1d). learning environment that 2a. Basic Constructs: define and explain terms, facts, and concepts basic to 2.intellectually enlarging, the study of speech, language, and hearing, and to disorders of these and a) increases faith in God and processes; integrate basic concepts into an understanding of how human the restored gospel communication operates in sending and receiving messages and in 3. character building, acquiring language (aligned with 1b, 2a). leading to b) is intellectually enlarging, 2b. Description of Communication: recognize examples of common 4. lifelong learning and c) is character building, communicative behaviors (e.g., speech, hearing, retrieval, language service functions, knowledge, comprehension); analyze, code, and describe d) and leads to life of learning patterns of behavior in samples (sentence structure, sound production, turn and service. taking, etc.) (aligned with 1b, 2a).

2. Advance truth and 2c. Communication Measurement: select and explain clinical techniques knowledge to and instrumentation for the assessment and treatment of speech, language, and hearing problems (aligned with 1b, 2a). a) enhance the education of 2d. Communication Disorders: discuss the dominant theories of causation, students, assessment, and treatment of speech, language, and hearing disorders as supported by research; identify the dominant factors that can interfere with b) enrich the quality of life, hearing, speech, and language development and functioning(aligned with 1b, 2a). c) and contribute to 2e. Clinical Diagnosis: identify and differentiate types of communication resolution of world problems problems on the basis of common behavioral characteristics within particular domains or tasks (e.g., conversational exchanges, relating events, 3. Extend the blessings of comprehending texts); justify and administer relevant and appropriate learning to members of the assessment procedures for developmental and acquired speech, language, Church in all parts of the and hearing disorders (aligned with 1b, 2a). worl d. 4. Develop friends for the 2f. Clinical Decision Making: analyze client needs, determine factors university and the Church. influencing performance and integrate information from multiple sources, and assign appropriate developmental level to behaviors and establish objectives based on clients’ present level. Students will identify weaknesses in assessment (e.g., when test results may not be not valid reflections of functional, spontaneous performance) (aligned with 1b, 2a). 2g. Clinical Intervention: select and implement appropriate assessment and treatment procedures for individuals with developmental and acquired speech, language, or hearing disorders; critique treatment plans, recognizing weaknesses and strengths (aligned with 1b, 2a, 2b). . 2h. Research and its Clinical Application: Students will understand the role of research (e.g., identifying variables that influence performance) in audiology and speech-language pathology; apply research methods to program evaluation (e.g., defining outcomes in measurable and functional ways); recognize and apply concepts of reliability and validity to clinical contexts; identify questions regarding reliability and validity in clinical contexts (aligned with 1b, 2a). 5 Table 1: Mission and Goals Alignment

Brigham Young University Institutional Goals or Program Intended Outcomes (and aligned Aims or expected Objectives, cont'd: institutional objectives), cont'd: outcomes of a BYU education are: 1. spiritually 1. Educate the minds and 2i. Service Delivery: Identify purpose and rationale for service delivery strengthening, spirits of students within a models; understand role of the profession of Speech-Language Pathology learning environment that within various contexts and models (educational, hospital, rehabilitation, 2.intellectually enlarging, early childhood education) (aligned with 1b, 2a). and a) increases faith in God and the restored gospel 3. Students will be ethical and competent in their professional activities and 3. character building, will demonstrate respect for individuals with disabilities and for individuals leading to b) is intellectually enlarging, from diverse cultures and backgrounds (aligned with 1a, 1c, 1d).

c) is character building, 4. Students will establish a foundation for continued learning and 4. lifelong learning and d) and leads to life of learning professional contribution in local, national, or international arenas through service and service. participation in clinical practice and research (aligned with 1b, 1d, 3, 4).

2. Advance truth and 5. Faculty and students will disseminate scholarly work in recognized knowledge to national and international professional outlets (aligned with 1d, 2b, 2c, 3, 4).

a) enhance the education of students,

b) enrich the quality of life, 6. The department will give special consideration to accommodating students with multicultural and international backgrounds (aligned with 3, c) and contribute to 4). resolution of world problems

3. Extend the blessings of 7. International The department will assist in international development learning to members of the and assessment in the areas of Audiology and Speech-Language Church in all parts of the Pathology (aligned with 3, 4). world.

4. Develop friends for the university and the Church.

Table 2 Audiology & Speech-Language Pathology Programs and Degrees Offered with Required Hours and Numbers of Degrees Granted*

A. Undergraduate Programs and Degrees with Required Hours and Degrees Granted: Numbers of Degrees Granted: 1995 1996 1997 1998 1999 BS Audiology (56) – Prior to 1998 11 8 7 (9)a (11) BS Speech-Language Pathology (57) – Prior to 1998 43 30 42 (52) a (32) a BS Audiology & Speech-Language Pathology (57) – 1998 to N/A N/A N/A current. TOTAL 54 38 49 61 53

B. Graduate Programs and Degrees with Required Hours and Degrees Granted: Numbers of Degrees Granted: 1995 1996 1997 1998 1999 MS Audiology (45) 6 4 9 6 2 MS Speech-Language Pathology (45) 10 7 6 10 15 TOTAL 16 11 15 16 17

C. Programs, Degrees, or Emphases Discontinued During the Last Five Years: Discontinued (Yr): BS Audiology 1998 BS Speech-Language Pathology 1998

D. Programs, Degrees, or Emphases Added During the Last Five Years: Added (Yr): BS Audiology & Speech-Language Pathology (i.e., combined major) 1998

* Departments verify that programs, degrees, and hours that they list above correspond to current undergraduate and graduate catalogs. Northwest Association of Schools and Colleges (the BYU accrediting organization) requires “Inventory of degree programs that have been added or deleted in the last five years” (required for std 2). Total numbers of undergraduate and graduate degrees granted should correspond with numbers in Table 3B. a The department combined majors in 1998, but in both 1998 and 1999 all three majors were available. Most likely the SLP column relfects both SLP and the combined major.

Table 3 Audiology and Speech-Language Pathology Synopsis of Department Teaching Load and Cost

A. Numbers of Majors Enrolled in Fall Semester Courses: 400.0 350.0 Fall 95 Fall 96 Fall 97 Fall 98 Fall 99 300.0 250.0 Undergraduate ( ) 289 263 234 232 220 200.0 150.0 Graduate ( ) 87 69 47 37 32 100.0 50.0 Total (∆) 376 332 281 269 252 0.0 Fall 95 Fall 96 Fall 97 Fall 98 Fall 99 B. Numbers of Degrees Granted: 95-96 96-97 97-98 98-99 99-00 60.0 Undergraduate ( ) 108 90 80 75 76 40.0 Graduate ( ) 16 11 16 17 16 20.0 Total (∆) 124 101 96 92 92 0.0 95-96 96-97 97-98 98-99 99-00 C. Average Class Size: Fall 95 Fall 96 Fall 97 Fall 98 Fall 99 80.0 Lower Division * * 84 58 93 60.0 40.0 Upper Division * * 44 43 54 20.0 Total Undergrad( ) * * 55 47 62 0.0 Total Graduate ( ) **553 Fall 95 Fall 96 Fall 97 Fall 98 Fall 99

D. Numbers of Hours, Students, and Percent Lower Division per Full-Time Faculty: Fall 95 Fall 96 Fall 97 Fall 98 Fall 99 National CollegeBYU Norm1 Norm2 Norm3 CCH/FTE Faculty4 6.3 5.7 6.2 4.2 4.5 * 5.1 5.0 Students/FTE Faculty 15 14 28 25 26 * 22 21 SCH/FTE Faculty5 155 119 158 114 125 * 122 200 % Lower Div./FTE6 * * 100% 100% 50% * * 77%

E. Cost: 95-96 96-97 97-98 98-99 99-00 National CollegeBYU Norm1 Norm2 Norm3 Cost/SCH7 * * $98 $90 $64 * $94 $68

* No data are currently available. 1 Data for the national norm figures are from Research I and II Universities as compiled in the 1997 National Study of Instructional Costs and Productivity by Academic Discipline undertaken by the University of Delaware with support from a FIPSE grant (Fund for the Improvement of Post-Secondary Education). See Self Assessment Definitions as needed for extended explanations and definitions.

2 College norm data for the most recent year, Fall 1999 or 98-99, for [enter your college here] (See Self Assessment Definitions as needed for extended explanations and definitions.). 3 University norm data for the most recent year, Fall 1999 or 98-99. 4 Course credit hours (CCH) per full-time (FTE) faculty. For a more complete explanation of how CCH is calculated see Self Assessment Definitions. 5 Student credit hours (SCH) are the number of students in a course times the credit value of the course. This number is divided by the number of full-time (FT) faculty members.

6 Percent of lower division courses (100-200 level) being taught by full-time faculty. 7Annual cost per student credit hour rounded to the nearest dollar. Cost consists of total dollars expended annually in 11-accounts (e.g. salary, benefits, supplies, computer usage, equipment repair, capital equipment, travel). This number is divided by the number of student credit hours (as defined above).

DEPARTMENT PROCEDURES The Department of Audiology and Speech-Language Pathology has a firm commitment to Brigham Young University and its goals. The Department follows those guidelines stated in “Best Practices for Department Chairs” (Keele, A. and Illes, L. (undated). Best Practices for Department Chairs. Provo, Utah: Brigham Young University Faculty Center). Specifically the philosophy of the Department is one of joint administration. That is, the faculty takes “an equal part in contributing to the vision and direction” (p2) of the Department as well as share in the administrative decisions and policies. As suggested in the above document, the department is managed by consensus. This type of management provides for a strong academic community and an environment for growth and development; a “learning” community of faculty and students. Perhaps Rousseau best stated this:

“So long as several men assembled together consider themselves a single body, they have only one will, which is directed towards their common preservation and good and general well-being…its principles are clear and luminous; it has no incompatible or conflicting interests; the common good makes itself so manifestly evident that only common sense is needed to discern it.” (Jean-Jacques Rousseau. The Social Contract, Book IV, Chapter I, That the General Will is Indestructible)

Procedural documentation may arise from three sources: 1) Those created by the University which include, but are not limited to, the University Handbook, the undergraduate and graduate catalogs published by the University, the University Policy on Faculty Rank and Status: Professorial, the University Policy on Faculty Rank and Status: Professional, and the Principles and Characteristics of Graduate Education (Office of Graduate Studies); 2) Departmental documents which include the Department Professional Track (approved by the University on December 14, 1998), the Departmental undergraduate and graduate handbooks, the Speech and Language Clinic Handbook, and the Audiology Clinic Handbook; and 3) minutes of faculty meetings. All documents are available from the departmental office, 136 TLRB. In preparing the current Self-Assessment document it has become evident that we need to consolidate our faculty meeting notes into a set of “operational documents”. A few areas, which are deemed important to the administration of the Department, not addressed in the previously mentioned documents, are included in this section.

FACULTY ADVANCEMENT AND REVIEW Procedures for faculty advancement are followed as outlined in University Policy on Faculty Rank and Status: Professorial, University Policy on Faculty Rank and Status: Professional, and the Department Professional Track document (see Appendix B) approved by the University on December 14, 1998. In addition, guidelines distributed each year by the Associate Vice President (Faculty) are implemented as part of the annual review process. The principles of evaluation come somewhat from Donald Kennedy, former president of Stanford University, in his book Academic Duty:

“Every professor teaches; most write papers or books and review those written by others; most have relationships, friendly or otherwise, with peers; many get grants to support scholarly work; many publish their findings in scholarly journals or books. And all are looked upon, by students and others, as persons somehow responsible for advancing the capacities and potentialities of the next generation. That is a very large responsibility, and it is the essence of academic duty.”

(Kennedy, D. (1997) Academic Duty. Boston: President and Fellows of Harvard College, pp. 21-22.)

FACULTY RECRUITMENT Upon notification of a faculty vacancy the department chair recommends to the faculty one or two faculty members to lead the search for the faculty replacement. Since the department is relatively small, no standing committee for faculty recruitment is maintained. A needs review is initiated and discussion by the entire faculty ensues to determine which area of specialty is most needed by the department, and the qualifications of the individual needed to fulfill this position. Once consensus is reached, university procedures are followed to complete the search. The final selection is made by a vote of the entire faculty.

STUDENT ADMISSION Undergraduate Admissions: The Department has an open major and places no restriction on the number of students that may major in Audiology and Speech-Language Pathology. Because we are a relatively small department, most of the undergraduate courses are offered once each year and are sequenced. Occasionally this causes problems for a very few students (1 or 2 each year) who enter the major as second semester junors and still wish to graduate in eight semesters. The Department attempts to make reasonable accommodations by accepting similar courses, following departmental review, from other Universities. We have been engaged in discussions regarding this situation with no resolve at this time.

Graduate Admissions: The profession of Audiology and Speech-Language Pathology requires a master’s degree as one of its entry-level requirements. Audiology will require a doctorate degree as an entry-level requirement beginning 2010, with interim standards beginning 2007. The area of Speech-Language Pathology is experiencing a shortage of trained professionals, especially in the school system. This has contributed to a large number of students seeking admission, nationwide, to graduate programs in SLP. Consequently admissions are very competitive. The Department meets as a whole and reviews each candidate. Each faculty member then assigns a rating of 0-5 for academic achievement, and a rating of 0 to 5 for professional category, which take into account other factors. The academic rating is multiplied by 1.5, the two scores added, and the average of the faculty ratings are computed for that applicant. The applicants are then rank ordered and the faculty meets to discuss the results. Admission is offered in accordance with the rank-ordering to enough students to full the number of available openings, anticipating that some students will decline the offer of admissions. The number of available openings each year is determined by maintaining a matriculated graduate faculty to student ratio of 1:6. Specifics on enrollment numbers are located in Tables 8 and 8b.

GRIEVANCES AND APPEALS Faculty: The Department follows those procedures established by the University as specified in the documents listed in paragraph one of this section.

Students: The Department follows the University’s procedure for student grievances which is contained in the Undergraduate Catalog and the Graduate Catalog.

It is the philosophy of the Department to resolve all conflicts at the lowest possible level keeping in mind that the class is the primary responsibility of the faculty member and that administrative involvement in the individual class is a general infringement on academic freedom. However, it is also recognized that conflicts may arise and that both sides of an issue need to be understood.

STUDENT INVOLVEMENT The Department actively seeks student involvement in most areas of its activity. The Department strongly supports and participates in the campus chapter of the National Student Speech-Hearing-Language Association. One undergraduate representative and two graduate representatives are present at faculty meetings. These students are also invited to participate in planning retreats held by the Department. The graduate students are invited to participate and faculty social gatherings. Exit interviews are completed by the Department Chair prior to graduation of each graduate student. The information gathered from these interviews are summarized and discussed each year either as part of a retreat or in faculty meetings. Student representatives are present during these discussions.

FACULTY The Department has nine full-time faculty. Seven faculty members are in the Professorial track and members of the Graduate Faculty, and five faculty members have Continuing Faculty Status (CFS). Full Professors include Bonnie Brinton (CFS), Barbara Culatta, Martin Fujiki (CFS), Richard Harris (CFS), and David McPherson (CFS). One Associate Professor, Ron Channell (CFS); and one Assistant Professor, Christopher Dromey. There are two Assistant Professors in the Professional track: Nancy Blair and Lee Robinson. Those faculty members that have not been awarded CFS are on target and making excellent progress.

There are three regular part-time Clinical Instructors: Karen Bartholomew (Audiology), Marilyn Jensen (SLP), and Lee Ann Setzer (SLP). In addition, the Department employs, on a term basis, various professionals in the community to teach courses where needs arise from unfilled faculty vacancies. The Department desires that only full-time faculty teach courses, and that part-time teaching faculty be used solely during interim situations.

Specifics about each full-time faculty member are included in Appendix A. Qualifications regarding our part-time faculty are on file in the Departmental office and are available through a request made to the Department Chair.

Table 4 Audiology & Speech-Language Pathology Faculty Profile, Assignments, and Working Groups*

A. Faculty Profile and Experience Faculty (full-time & part-time) Number in Years of Experience of Total Years of Experience Profile by Rank: Rank: Full-Time Faculty at BYU: of Full-Time Faculty: Full Part Min. Median Max. Min. Median Max. Professor 5 0 6 9 19 21 25 Associate Professor 1 9 9 9 9 9 9 Assistant Professor 3 0 0 1 4 5 6 Research Professor Associate Research Professor Assistant Research Professor Instructor 3 TOTAL NUMBER TOTAL FTE 9 9 9 9 9 9 9

B. Faculty Administrative and Committee Assignments Faculty Administrative and Committee Assignments for the Most Dept. Dept. College BYU Recent Year (1999): Total Average Average Average Administrative Assignments1 3 .33 † † University Committee Assignments1 2 .22 † † College Committee Assignments1 1 .11 † † Department Committee and Other Department Assignments1 4 .44 † † Dissertation Committee Chair2 † † Master’s Thesis Committee Chair2 17 1.89 † † Dissertation Committee Member2 † † Master’s Thesis Committee Member2 34 3.78 † † Project Committee Chair3 † † Project Committee Member3 † † Senior or Honors Thesis Advisor3 † † University, College, & Depart. College, Depart. & University, TOTAL IN CATEGORY 61 6.78 † † Committee Member of Professional Organization3 23 2.56 † † Officer in Professional Organization3 1 .11 † † Editor of Professional Journal3 † † Profess. TOTAL IN CATEGORY 24 2.67 † † Government Organization3 † † Professional Service in the Community3 3 .33 † † Other Community Service3 † † Comm. TOTAL IN CATEGORY 3 .33 † †

Group/Lab Group/Lab

* Both professorial and professional faculty are included in these data. Edit the faculty rank titles listed in part A, if needed, to reflect the composition of the department. Also, expand part A of the table, if needed, by adding new lines to the table template. The total number of FTE from part A of this table is used to generate the department averages in part B. † These data will be provided as they become available. na = not applicable = data tabulated to fulfill NASC requirements or suggestions. 1 Includes Chair, Associate Chair(s), Graduate Coordinator, others. University committee assignments include both University and College administrative and committee assignments. The total number of department committee assignments is listed for those committees shown on Figure 1. Other department assignments as listed in the Annual Report are included on the same line. 2 These data are tallied by the department. 3 These data are tallied as listed in the most recent department annual report.

Table 5 Audiology and Speech-Language Pathology Qualifications and Terminal Degrees of Faculty* A. Number of Degrees Institution Granting Terminal Degree: Doctor Master Other1 University of Washington (DM) 1 University of Utah (RC,BB,MF) 3 Brigham Young University (LR,NB) 2 University of Pittsburgh (BC) 1 University of Colorado, Boulder (CD) 1 Purdue University (RH) 1

B. Cumulative Post-Doctoral Fellowships and Other Significant Leaves Taken by the Current Faculty Number Including Fulbright, Clinical Appointments, Visiting Professorships, or Other Professional of Development Leaves (with location and date): Years Post Doctoral Fellow, Johns Hopkins University, 1983 (BC) 1 Post Doctoral Fellow, U. of California, Los Angeles, 1972 (DM) 1 Visiting Professor, Lenningrad State University, 1990 (DM) 0.3 Visiting Professor, U. of Goteborg, 1975 (DM) 0.3 Developmental Leave, Brigham Young University, 1998 (RH) 0.3 Developmental Leave, Brigham Young University, 1999 (MF) 0.3

C. Percentage of the Current Faculty Who Participated in the Above Leaves and Fellowships: 44%

D. Cumulative Years of Leave Taken by this Faculty During the Last Five Years: 0.9

* Both professorial and professional faculty are included in these data. Only the terminal degree of each full-time faculty member is included here. 1 Itemize in this footnote the "Other" terminal degrees held by faculty members (e.g. Bachelors, professional licensure) or modify the table to include the dominant terminal degrees held by the majority of the remaining faculty members.

Table 6 Audiology and Speech-Language Pathology Percentage of Course Sections and Faculty Teaching Evaluated

A. Number of Sections Taught on an Annual Basis by the Department§: 95-96 96-97 97-98 98-99 99-00 CollegeBYU 1 2 Norm Norm Department Sections * * 51 51 52 * *

B. Percentage of Course Sections and Faculty/Instructor Teaching Evaluated by Students§: 95-96 96-97 97-98 98-99 99-00 CollegeBYU 1 2 Norm Norm Sections * * 4% 6% 38% * * Faculty/Instructors * * 22% 22% 100% * *

C. Percentage of Sections and Faculty/Instructor Teaching Evaluated by Peers†: 1995 1996 1997 1998 1999 CollegeBYU 1 2 Norm Norm Sections 0% 0% 0% 0% 0% * * Faculty/Instructors 0% 0% 0% 0% 0% * *

D. Percentage of Sections and Faculty/Instructor Teaching Evaluated by Other Methods¤: 1995 1996 1997 1998 1999 CollegeBYU 1 2 Norm Norm Sections 0% 0% 0% 0% 0% * * Faculty/Instructors 0% 0% 0% 0% 0% * *

E. Percentage of Courses and Faculty Not Evaluated by Any Method During the Last Three Years: 1997-99 Sections 0% Faculty/Instructors 0%

1 College norm data for the most recent year (99-00 or 1999). 2 University norm data for the most recent year (99-00 or 1999). *No data are currently available. § These data only include student evaluation forms processed by the testing center or completed online through Route Y. These percentages include (as should other portions of this table) all sections taught by the department on an annual basis with the exception of 699R, 799R, and graduate and undergraduate colloquium or seminars. Consequently, these data do not attempt to account for the normally small proportion of team-taught sections. † Peer evaluation may include review of teaching materials, student or classroom products, or other procedures (for best practices, see Peer Review of Teaching, by Nancy Chism, Jossey-Bass Publishers, 1999). ¤ These may include administrative assessment, formal self-assessment, and other written student evaluation forms. Use this footnote to explain what other methods (if any) have been used.

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STUDENTS Specific demographics about our students are found in Tables 8, 8b, and 9. There are several areas relating to our students that need further discussion.

Because we have an open major in our undergraduate program we find great diversity in our students: both in terms of performance and background. Largely we feel that an open major is appropriate and benefits the students. However, this sometimes makes it difficult in predicting our class sizes. Enrollment in our courses has been slowly climbing. Since we are only able to offer the majority of our courses once a year, it is necessary for the students to enter our program fall semester if they begin their junior year. This is causes problems for a few students relative to a more timely graduation. Currently our resources will not allow us to offer courses more frequently.

Our graduate program in SLP is filled each year with about 60% of qualified applications being rejected. Each year this creates a public relations problem (nightmare). We receive calls from parents and university administrators wanting to know the specifics of a particular individual not being accepted (see Procedures section). We have been able to increase our graduate student enrollment in SLP by six students due to the transfer of an FTE from the audiology program to the SLP program. Because of Professor Brinton’s current assignment as Dean of Graduate Studies, this becomes a “wash” rather than a gain. Also, the open FTE position in SLP reduces our total number of matriculated students by six as we maintain a ratio of six graduate students per graduate faculty member.

Our graduate students must score above the 75th percentile on the national exam to graduate. This, along with the severe shortage in speech-language pathology and the public relations efforts of some of the faculty, keeps our employment rate at 100% for those who want to obtain employment.

In 1999 we had a post-doctoral student from Poland study with one of our faculty members and complete a research study. His efforts here won him a prized scholarship from the Ministry of Health in Poland. Currently we now have a post-doctoral student from Egypt. We hope to continue this program and be more aggressive in recruitment; especially from foreign countries.

DEGREE PROGRAMS AND SERVICES The ASLP department offers a B.S. degree in Audiology & Speech-Language Pathology and M.S. degrees in the area of Audiology and in the area of Speech-Language Pathology. Beginning Fall 2001 admissions to the M.S. program in Audiology will be suspended as discussed in the Overview section of this report.

The Objectives and Goals of the program are shown in Table 1 as well as our Alignment with B.Y.U. Aims. Likewise, the descriptions of our undergraduate program is in Appendix C, Undergraduate Handbook, our graduate program in Appendix D, Graduate Handbook, and our Study List for Master’s Degree (Appendix G).

RELATIONSHIP WITH OTHER PROGRAMS The Department has provided research facilities to several other departments over the years. These include Engineering, Music, Linguistics, Physics, and Food Science & Nutrition. Students from Engineering have taken coursework from our faculty, and our faculty members have been committee members on theses from Engineering, Music, and Food Science & Nutrition. Outside the University our faculty have collaboration with the University of California, Irvine and Southampton University, England.

SERVICE The Department provides speech, language, and hearing services to the public on a fee- for-service basis. In addition, the Audiology program provides an industrial hearing program for the University, and hearing evaluation for students interning in the public schools from the David O. McKay School of Education.

COMPARISON TO OTHER PROGRAMS Very little information is available comparing our program to others. One of the markers is how well our students do on their national board examination after completing their graduate program. The following chart illustrates from 1995 through 1999 student performance.

Chart 1. Median Praxis Scores of Graduating M.S. Students Year of Graduation 1995 1996 1997 1998 1999 Audiology 640 650 670 670 675 SLP 730 675 722 740 720 National median for Audiology is 640 (taken from the Fall 1999-2000). National median for SLP is 670 (taken from the Fall 1999-2000).

Beginning 1997 through 1999 the BYU passing scores in both Audiology and SLP have been set at the 75th percentile as opposed to the 20th percentile level required for clinical certification by the American Speech-Language-Hearing Association.

US News and World Report has ranked our Audiology program 36 out of 61, and our SLP program 81 out of 111 (http://www.usnews.com/usnews/edu/beyond/bcheal.htm). Also, relative to national recognition, three of our faculty are Fellows of the American Speech-Language-Hearing Association.

UNIVERSITY PROGRAMS INVOLVEMENT Our department is primarily a specialized undergraduate and graduate program. Our primary undergraduate involvement in a University initiative has centered on an initial Web-based course developed over the past three years following a faculty critical review of the course and an overwhelming agreement to revise the content and structure of the course. Since it is a survey course, we felt it would be appropriate for web-based instruction.

ASLP 133: Introduction to Audiology and Speech-Language Pathology Beginning with the Fall Semester 1999, the introductory course to Audiology and Speech-Language Pathology is offered exclusively as a “Semester Online” course. The course carries two semester hours of credit, and, as with all semester online courses at BYU, follows the University’s academic calendar. The students are required to complete the materials within the semester of registration. The course is presented in twelve lessons, corresponding in subject matter to the 12 chapters of the text (Communication and Communication Disorders, A Clinical Introduction by Elena Planate and Pelagie Beeson, Boston, Allyn and Bacon, 1999).

On-line connections to websites, and audio and video clips supplied on a CD, augment the discussion materials that originate from a BYU server. The 85 websites were selected for their currency and detail from a set of more than 1,000 sites. Several videos and video clips provide high-quality professional materials easily accessed from the student’s own computer. Photographs and audio clips are built into the lessons. For example, the student is presented with four simulated hearing losses (audible over the student’s own earphones) while simultaneously viewing representative audiograms and reading typical case history material.

Each lesson concludes with a brief, online, open book, multiple-choice type quiz. The student’s responses are immediately scored and explanations for incorrect choices supplied. The final examination is proctored at the BYU Testing Center. Grades are based on the student’s performance on the quizzes, the final, and responses to discussion questions attached to each of the lessons.

As of December 2000, more than 250 students had completed the course. Almost invariably, student responses are complimentary of the course design and content, appreciative of the flexibility to schedule their study as they desire, and grateful for the breadth of exposure given them in the survey course. The instructor was available by E- mail to offer advice, explanation, and general instructions. In summary, the on-line instructional form for this survey course has been found viable and well worth the cost of development and maintenance.

Graduate Programs Our graduate programs have provided coursework for graduate students in Engineering, Music, and Food Science & Nutrition. In addition several of our faculty have served on thesis committees in these departments.

FACILITIES AND RESOURCES

Classroom Space Three classrooms in the John Taylor Building (TLRB) are regularly scheduled for ASLP classes. Room 177 seats 60, room 171 seats 40, and room 125 seats 15. Many of our undergraduate sections are too large for the TLRB and are scheduled at various locations across campus both near and distant, but all are within reasonable walking distance. Other rooms in the TLRB are used for small graduate classes.

Office Space Faculty and staff offices are located in the lower level of the John Taylor Building. In addition, a larger office is shared by our part time SLP clinical supervisors. All of these offices have full internet and campus intranet connections.

Clinical Space Clinical space and facilities are located in the lower level of the John Taylor Building. Centralized computer based client information systems are provided in the Comprehensive Clinic and accessed in the student computer labs. Audiology has its own client tracking and records management software (NOAH). Most of the SLP Clinic rooms have one-way glass observation facilities, are fitted with microphones for both observation but only have remote recording, and many have remote video recording capability. This type of monitoring is inefficient and needs to be updated in order to take advantage of new media technology as well as provide for better teaching, observation, and future plans for distant learning. A clinic Materials and Records Center with full time daytime and evening staff coverage for material check-out and client file access is a separate resource room shared by all Comprehensive Clinic programs housed in the John Taylor Building. Controlled access and client confidentiality is maintained. There are three large and one small audiological sound suites. All are equipped with state-of-the art clinical instrumentation and networked to the NOAH based file server system. All four sound suites have been installed within the past five years.

Laboratory Space The program is well equipped although some of the equipment is aging. In recent years with the addition of faculty involved in focused research some renovation has occureed. Laboratory space in the Taylor Building to house our instrumentation is scattered and becoming more crowded. Our laboratory facilities are multiple use areas which are also used for clinical assessments and teaching. We also use research equipment and facilities in other campus departments where collaborating faculty are housed, such as the large anechoic chamber in the Eyring Science Center and the signal processing laboratories in the College of Engineering.

Library: General (taken from BYU Graduate catalog) BYU's Harold B. Lee Library is a major resource for graduate student research. This library houses over three million volumes, including an extensive collection of pamphlets, journals, current serials, newspapers, microform titles, and nonprint materials. The Lee

library is a depository for United States and Canadian government documents and regularly receives publications of state and local governments. BYU participates in several cooperative programs that allow students and faculty to use materials housed in other state institutions and major research libraries throughout the United States. These include interlibrary loan services, Utah College Library Council, Research Libraries Group, and The Center for Research Libraries.

Library specific to ASLP The master's degree programs in audiology and speech-language pathology have had excellent support in terms of library holdings, facilities, and equipment. The Collection Development Policy regarding the department is to build a Level 4 "research" collection, which includes "the major published source materials required for dissertations and independent research." This collection also aims to support teaching at the master's degree level. The library has offered generous support for ASLP in the purchase of books, and has been supportive (within their funding limitations) regarding the acquisition of serials. The library subscribes to all the major ASLP journals.

Table 11 Audiology and Speech-Language Pathology Scholarship, Major Property, or Capital Equipment Additions*

A. Additions During the Last Five Years (with Source of Funds (by % or dollars) year acquired): BYU Federal Private Other1 AGFA DUOSCAN SCANNER (1999) $2 477 CLINICAL AUDIOMETER (1999) $ 8 397 EIGHT (8) OAE SCREENERS (1999) $28 000 EIGHT (8) TYMPANOMETERS (1999) $11 200 ILO96 OAE SYSTEM (1999) $12 500 APOGEE 24BIT ADC (1998) $ 4 972 LENS STILL ZOOM (1998) $ 7 273 TWO (2) CERUMEN MANAGEMENT STORAGE CABINET (1998) $ 5 153 35MM FILM RECORDER (1997) $ 6 482 B&K ARTIFICIAL MASTOID (1997) $ 3 615 CONTROLLER PITCH II VISI (1997) $ 6 365 CONVERTER VIDEO SCAN (1997) $ 1 001 ENDOSCOPE LARYNGEAL FIBEROPTIC (1997) $ 4 228 FIVE (5) VIDEO RECORDERS (1997) $ 6 478 GENERATOR ARBITRARY WAVEFORM (1997) $ 1 952 GSI-38 MIDDLE EAR ANALYZER (1997) $ 3 607 HP 34401A DIGITAL MULTIMETER (1997) $ 1 027 LASER PURSUIT TRACKER (1997) $ 1 000 MONITOR PATIENT (1997) $ 1 000 NEUROSCAN (1997) $24 103 PROCESSOR AUDIO VOICE 4 CHANNEL (1997) $ 6 671 SCANNER SLIDE COOLSCAN MAC (1997) $ 2 270 SHARP PHOTOCOPIER (1997) $ 7 891 AGFA ARCUS II SCANNER (1996) $ 1 740 ASSISTIVE LISTENING DEVICE DISPLAY (1996) $ 3 458 CAMERA STILL 35MM AUTOFOCUS (1996) $ 2 102 COMPUTERIZED ENG SYSTEM (1996) $ 9 407 ENG LIGHT BAR (1996) $ 3 700 LENS STILL MICRO AF NIKKOR (1996) $ 1 576 LENS STILL ZOOM AF NIKKOR (1996) $ 1 612 OPERATING MICROSCOPE (1996) $14 648 OPERATING MICROSCOPE CAMERA (1996) $ 3 500 PLAYER VIDEO DISK LASER (1996) $ 1 000 PRINTER LASER JET 5SI MX (1996) $ 6 576 TWO (2) TESTER HEARING EVOKED POTENTIAL (1996) $25 000 B&K IEC318 COUPLER (1995) $ 2 209 CAMERA SCOPE EAR (1995) $ 1 513

A. Additions During the Last Five Years (with Source of Funds (by % or dollars) year acquired): BYU Federal Private Other1 FOUR (4) KRK LOUDSPEAKERS (1995) $ 4 040 HEARING AID ANALYZER (1995) $11 141 NINE (9) PORTABLE AUDIOMETERS (1995) $ 9 630 SAMPLER VOICE ESI 32 (1995) $ 1 197 TWO (2) AMPLIFIER AUDIO W/2 SPEAKERS (1995) $ 2 466 TWO (2) CAMCORDERS (1995) $ 2 430 TWO (2) KRK LOUDSPEAKERS (1995) $ 5 100

. Planned Source of Funds (by % or dollars) B. Planned Additions During the Coming Five Years: BYU Federal Private Other1 CLINICAL AUDIOMETERS $15 000 MIDDLE EAR ANALYZER $ 7 500 VIDEO RECORDING & EDITING EQUIPMENT $1 5000 NEUROSCAN UPDATES $10 000 SADIE UPDATES $ 6 000 PORTABLE AUDIOMETER REPLACEMENTS $ 6 000 OAE SCREENERS $28 000 PORTABLE TYMPANOMETERS $11 200 HP 8150 HN Workgroup $ 8 107 Quick Cap 64 channel electrode caps $ 5 500 DUAL CHANNEL LOW PASS FILTERS $ 4 000 Curry Neuroimaging software v. 4.5 $16 000 Electrognathography $ 6 000 Dell Optiplex Computer $ 4 800

*Planned capital additions may appropriately be listed and justified in Table 12 as well. Add as many lines to either portion of this table as needed. = NASC required or suggested data. Northwest Association of Schools and Colleges (the BYU accrediting organization) requires tabulation of “Major property additions for the last three years and those planned for the next three years” (required exhibit std 8). 1 Itemize in this footnote "Other” (e.g. state of Utah) sources of funds if needed.

ASSESSMENT AND EVALUATION We have presented comparison of how our graduates score on their national examination compared to the mean across the nation (see Chart 1, Degree Programs and Services), as well as the national ranking of our programs.

Major Reviews In 1996 we underwent a review by the Office of Graduate Studies. At that time we were a Program within the Department of Educational Psychology. The summary findings of that review are included in Appendix E and a complete copy of the application and detailed report are available from the departmental office. All of the concerns brought forth in that report have been addressed and resolved.

In 1998 we completed our re-accreditation by the American Speech-Language-Hearing Association. We were awarded accreditation with minor comments that were addressed in our March 2000 report (see Appendix F). Copies of the full document are available from the departmental office.

Internal Marker Table 6 summarizes the teaching assessments provided by the students. In addition, each graduate student has an exit interview with the department chair prior to graduate, but following the completion of all other degree requirements (see Appendix G for a copy of the exit interview sheet). The exit interviews are summarized and distributed amongst the faculty and an annual retreat (since 1997). It was not until late 1998 that the students were asked to ‘grade’ certain aspects of the program. Problems are identified and three main issues are selected and targeted during the next year. Since the interview questions are extensive the grades given by the students are summarized in Chart 2.

Chart 2. Student Grades of Program Experiences. Academic Clinical Thesis Overall Number of Preparation Preparation Experience Students 1998 A- A B B+ 4 1999 A- A- A- A- 11

One of the most helpful activities that we instituted in 1997 was inviting the president of our student organization and two graduate students to our faculty meetings. They have brought concerns and made good contributions to our program.

Each year the faculty meet with the department chair in an annual interview. Prior to the interview each faculty member is asked to list three accomplishments and three problem areas regarding the department. These comments are compiled and appropriate action is taken by the department as shared concerns.

The faculty, and to some degree the students, share in the evaluation and needs assessment of the department. As an academic community we try to resolve problems and

conflicts internally. This has been quite successful and it is our intent to maintain this style of departmental management.

RESPONSE TO THE 1997 GRADUATE COUNCIL REPORT

The 1997 Graduate Council report (Appendix E) listed four recommendations which have been addressed by the Department.

1. Establish and atmosphere that encourages governance by consensus of the faculty. Faculty hiring, program structure and rigor, and other departmental matters should be decided in a more consensual manner. Response: At the time of the 1997 review the Department was a program within the Department of Educational Psychology. Immediately following the review, in March 1997, we became a department and established governance procedures as stated in the Department Precedures section of this document. We feel that this recommendation has been implemented.

2a. Develop a broader program by adding faculty and coursework in key areas such as speech science and neurogenic disorders. Develop a strong symposia program that will inform and motivate students in research and provide increased breadth and depth to their studies. Response: We have hired a faculty member in the area of voice (an area of speech science) who has begun to establish a strong teaching and research program in this area. He joined the faculty Summer 2000. Currently we are searching for a faculty member with research expertise in neurogenic disorders (see concerns on faculty recruitment in the Overview and Faculty Recruitment sections of this document). Although this recommendation has not been fully implemented, we are in full agreement with this recommendation and are working vigorously towards a resolution. Since 1997 we have had several distinguished guest faculty from other institutions provide seminars for our students. The faculty is working on how to implement a more structured program of symposia; this goal has been discussed at retreats and faculty meetings. Funding to bring such faculty guests to our program is an issue.

2b. Contiue to stay abreast of developments that may require a doctorate for certification in audiology. Such a requirement will significantly affect the plans for future faculty. Response: The Department issued an announcement on April 5, 2000 that we would be suspending admissions to our graduate program in audiology beginning Fall 2001 pending further review of the situation.

3. Continue to work with the college and university administration to obtain necessary space to house new faculty, improve clnics, and provide study space for graduate students. Response: Since the 1997 report we have remodeled some of our space to provide a language laboratory, a conference/seminar room, and a voice laboratory. There is still need to remodel our clinic space and some of our office

space. Proposals for this remodeling have been submitted to the University Administation.

4. Encourage faculty to seek external research funding to provide increased financial support for research assistants. Response: The faculty, as of this writing, has failed to meet this recommendation. This due in part to effort on the part of the faculty and to limited university assistance in putting together research grants. However, there has been two submissions for NIH grants which have not been funded. Also, as stated in the OverviewI section of this document, Professor Culatta brought a federal Demonstration Model grant with her when she joined our faculty in Summer 2000. Faculty release time to write such proposals is not readily available.

29 Table 12: Summary of Assessment Methods, Results, and Uses

Dept. Goals or Program Intended Assessment Methods and Assessment Results: Use of Results: Goal Outcomes: Criteria:

1. 1. Students will apply the Based on the BYU alumni No results. Survey results not Results will be distributed principles of the gospel to survey, 90% of ASLP graduates available to the department at and discussed amongst enhance the quality of life of the will respond with a 4 or 5 to the this time. the faculty. Modifications individuals they serve (aligned statements (A15) I invite the will be instituted as with 1a and 1d). Spirit to guide me in my daily necessary and activities, and (A26) I translate appropriate. scriptural principles into personal behavior.

2a. Basic Constructs: define and Performance on in-class exams Praxis performance is monitored; Student or curriculum explain terms, facts, and concepts dealing with important concepts students are provided with support weaknesses will be basic to the study of speech, and processes; 75th percentile if perform below 75th percentile identified and addressed. language, and hearing, and to performance on the national exam (higher than national standard) If needed, students will be disorders of these processes; (the NTE Praxis exam at graduate given additional support integrate basic concepts into an level). or changes in the understanding of how human curriculum instituted. communication operates in sending and receiving messages and in acquiring language.

30 Table 12: Summary of Assessment Methods, Results, and Uses

Dept. Goals or Program Intended Assessment Methods and Assessment Results: Use of Results: Goal Outcomes: Criteria: 2b. Description of Communication: analyses of normal and impaired Results are course and instructor Provide additional recognize examples of common communication samples are in specific and do not lend instruction and communicative behaviors (e.g., agreement with instructor's themselves to categorization or opportunity for practice speech, hearing, retrieval, language classification into summary until targeted reliability functions, knowledge, information. levels are reached. comprehension); analyze, code, and describe patterns of behavior in samples (sentence structure, sound production, turn taking, etc.).

2c. Communication Measurement: Performance on course exams; Since 1995 all graduate students Student or curriculum select and explain clinical performance in clinical practicum have met this criterion. Prior to weaknesses will be techniques and instrumentation for as indicated by Global this report undergraduate identified and addressed. the assessment and treatment of Competencies for Speech- compliance to this goal was not If needed, students will be speech, language, and hearing Language Pathology Students measured. given additional support problems. (rating form used in graduate-level or changes in the clinic) curriculum instituted.

For graduate students with clinical difficulties, an individualized action plan will be implemented.

31 Table 12: Summary of Assessment Methods, Results, and Uses

Dept. Goals or Program Intended Assessment Methods and Assessment Results: Use of Results: Goal Outcomes: Criteria:

2d. Communication Disorders: discuss Performance on course exams; Same as 2c. Same as 2c. the dominant theories of causation, national exam score (graduate assessment, and treatment of students); ratings on the Clinical speech, language, and hearing Global Competencies form disorders as supported by research; (graduate students). identify the dominant factors that can interfere with hearing, speech, and language development and functioning.

2e. Clinical Diagnosis: identify and Performance on exams and case- Same as 2c. Same as 2c. differentiate types of study projects dealing with communication problems on the important concepts and basis of common behavioral processes; performance on the characteristics within particular national exam; supervisory ratings domains or tasks (e.g., in clinical practica (Global conversational exchanges, relating Competencies form). events, comprehending texts); justify and administer relevant and appropriate assessment procedures for developmental and acquired speech, language, and hearing disorders.

32 Table 12: Summary of Assessment Methods, Results, and Uses

Dept. Goals or Program Intended Assessment Methods and Assessment Results: Use of Results: Goal Outcomes: Criteria:

2f. Clinical Decision Making: analyze write measurable and functional Same as 2c. Supplemental clinical or client needs, determine factors objectives and treatment plans case study experiences influencing performance and (supervisor judgments on the provided until minimal re- integrate information from multiple clinical Global Competencies writing of objectives by sources, and assign appropriate rating form and case study the instructor or developmental level to behaviors exercises); recognize weaknesses supervisor is required and establish objectives based on and strengths in plans presented clients’ present level. Students will by the instructor identify weaknesses in assessment (e.g., when test results may not be not valid reflections of functional, spontaneous performance).

2g. Clinical Intervention: select and Create and implement appropriate Same as 2c. Graduate students are implement appropriate assessment treatment plans (supervisor provided with additional on- and treatment procedures for judgment on Global campus clinic practicum individuals with developmental and Competencies rating form); until competence acquired speech, language, or recognize weaknesses and performance is met. hearing disorders; critique strengths in case studies. treatment plans, recognizing weaknesses and strengths.

33 Table 12: Summary of Assessment Methods, Results, and Uses

Dept. Goals or Program Intended Assessment Methods and Assessment Results: Use of Results: Goal Outcomes: Criteria: 2h. Research and its Clinical Complete thesis (graduate All matriculated graduate Additional support provided Application: Students will students); identify variables and students have completed a to students demonstrating understand the role of research confounds in sample research thesis since 1995. difficulty applying measures (e.g., identifying variables that studies (meet instructor criterion); to evaluate intervention or influence performance) in audiology identify variables that influence recognizing reliability and and speech-language pathology; behavior in clinical exchanges and validity concerns (additional apply research methods to program contexts (clinical Global practicum hours required?). evaluation (e.g., defining outcomes Competencies rating form). in measurable and functional ways); recognize and apply concepts of reliability and validity to clinical contexts; identify questions regarding reliability and validity in clinical contexts.

2i. Service Delivery Identify purpose Identify public policy and Same as 2c. Decisions made in student and rationale for service delivery regulations and specify roles and reviews for additional models; understand role of the responsibilities of SLP relative to supports, experiences if profession of Speech-Language professional contexts (exams in students perform below Pathology within various contexts ASLP 450); application of 'competent' level on and models (educational, hospital, collaboration and communication supervisory ratings. rehabilitation, early childhood skills in clinic (supervisor's education). Global Competencies rating form).

34 Table 12: Summary of Assessment Methods, Results, and Uses Dept. Goals or Program Intended Assessment Methods and Assessment Results: Use of Results: Goal Outcomes: Criteria: 3. Students will be ethical and Based on the BYU alumni No results. Survey results not Results will be distributed competent in their professional survey, 75% of ASLP graduates available to the department at and discussed amongst activities and will demonstrate will respond with “yes” to this time. the faculty. Modifications respect for individuals with question (C4) Since leaving will be instituted as disabilities and for individuals BYU I have obtained necessary and from diverse cultures and certification or licensure in my appropriate. backgrounds. major field.”. Based on the BYU alumni survey, 90% of ASLP graduates will respond with a 4 or 5 to the statements (K7) I treat people equally regardless of race, gender, culture, religion, or disability, and (K15) I value every person on the earth regardless of race, religion, ethnic background, or social circumstance.

4. Students will establish a One-hundred percent of All gratuates met this criterion as Criteria met; however, foundation for continued learning graduates of the MS program a part of the MS degree faculty will continue to and professional contribution in will complete a research thesis requirements. encourage students to local, national, or international as a requirement of their present and/or publish arenas through participation in graduate degree program. their research. clinical practice and research.

Seventy-five percent of the MS In 1999 ten papers and Criteria not met: graduates thesis research will presentations having students Departmental research be published or presented by as co-authors were completed. and travel support the graduate or co-authored This is resulted in a 67% begnning 2001 will be with faculty in national or publication rate. Although based on faculty having international forums. detailed statistics from previous student participation or co- years are not readily available, authorship. 35 the rate is lower for the years preceding 1999. Table 12: Summary of Assessment Methods, Results, and Uses

Dept. Goals or Program Intended Assessment Methods and Assessment Results: Use of Results: Goal Outcomes: Criteria:

Faculty will continue to support This information is available for Criteria met; however, the and sponsor graduate and 1999 and 56% of the faculty have department will continue undergraduate students in the met the criteria. In 1999 the to monitor and encourage Undergraduate Research Department had two students more faculty to sponsor Traineeship (URT) and Office of awarded the Outstanding undergraduate and Research and Creative Undergraduate Research awars graduate students in the Activities (ORCA) scholarship from ORCA. URT and ORCA programs. Fifty percent of programs. faculty will sponsor an undergraduate student each year in the URT program. Two faculty members will assist students in submitting ORCA scholarship applications each year.

5. Faculty and students will a. Professorial faculty will Criterion not met. See Table 7. Faculty productivity will disseminate scholarly work in publish an average of 2 peer- be reviewed during the recognized national and reviewed publications per year. annual stewardship international professional outlets. interviews.

b. Fifty percent of graduate Although 67% of papers and Encourage faculty to meet students in the ASLP dept. will presentations included graduate this goal and involve more present a paper at a regional, students, the goal of having 50% graduate and national, or international of all graduate students meeting undergraduate students in meeting, be named as a co- this criterion has not occurred research and publications. author on a peer-reviewed (i.e., some graduate students publication, or be named as a co- appeared on multiple papers and author published clinical presentations). materials . 36 Table 12: Summary of Assessment Methods, Results, and Uses

Dept. Goals or Program Intended Assessment Methods and Assessment Results: Use of Results: Goal Outcomes: Criteria: 6. The department will give special c. Instructors will monitor Since 1995 the department has The Department will consideration to accommodating progress of international and had five international graduate continue to encourage students with multicultural and multicultural students and students: and seek international international backgrounds. provide assistance as is needed. Yuet-King Ho (China) students. Progress will be measured by Anna Matsen (Peurto Rico) comparing course GPA with the Ann Lingley (Canada) individual student performance. Janna Collinridge (Canada) Andrej Senderski (Poland)

7. The department will assist in Publications in international Since 1995 faculty members have The results will be used to international development and journals, international contacts, been involved in two continually assess assessment in the areas of and international activities. publications in international effectiveness and Audiology and Speech-Language journals, four conferences, one significance of this Pathology. officer of an international activity. organization, and two field experiences for students.

SUMMARY Since becoming a department in 1997 there has been good progress made in terms of both our academic rigor, student selection, and faculty scholarship. We have reduced the complexity of our undergraduate program by combining the two majors into a single major. Faculty research has become more focused and as of this date each faculty member is involved in a defined research area. We have carefully sought resources to enhance our teaching and research. Students are becoming more involved in faculty research and we have made good strides at the graduate level in becoming a “mentoring” type of program.

Several challenges confront us at this juncture. The most critical is faculty replacement (although long-term, we have one FTE currently open). We have sent several students on to doctoral level programs and they should be completing their degrees over the next three years. This is a need, however, to encourage more students to pursue an advanced graduate degree beyond the M.S. It is hoped that the increased activity and effort toward mentoring will show progress with this situation.

Although we have excellent offices and research laboratories there is a need to remodel our clinical area. A proposal is at the administrative level. The result of this would be more efficient use of space and a better system to use media technology in our teaching.

The graduate Audiology program is a concern. The national ranking is quite good for a tier II university and a masters only program; yet we as a faculty do not feel a doctoral level program is possible given the mission of the university, the nature of potential students, and the necessity of increased faculty and resources. We are now evaluating the clinical and service aspects of the audiology program which will undoubtedly result in a re- defining of its mission. The undergraduate needs in audiology have not changed and the change in the graduate program will help resolve some the undergraduate classroom problems by allowing more sections, and perhaps, courses offered more than once per year.

The faculty appreciate the support given to us at all levels of the university. We certainly acknowledge that without this support little could be accomplished.

APPENDICIES

Appendix A: Faculty Curriculum Vitas

Appendix B: Professional Track Document

Appendix C: Undergraduate Handbook

Appendix D: Graduate Handbook

Appendix E: Summary of 1997 Graduate Council Report

Appendix F: Summary of 1998 ASHA CAA Re-Accreditation

APPENDIX A: FACULTY CURRICULUM VITAS

Nancy Blair

Nancy Blair 10896 Edenbrook Dr. Sandy, UT 84094 801-572-3834 [email protected]

Education: M.S., Audiology, 1995 Brigham Young University, Provo, UT 84604

B.S., Audiology & Speech-Language Pathology, 1993 Brigham Young University, Provo, UT 84604

Employment: 2000 - Present Audiology Clinical Director Brigham Young University, Provo, UT 84604

1999 - 2000 Audiology Clinical Supervisor Brigham Young University, Provo, UT 84604

1997 Clinical Audiologist Pacific Neuroscience Center, Fountain Valley, CA 92708

1996 - 1997 CFY Audiologist Newport Neuroscience Center, Newport Beach, CA 92660 Supervisor - Linda C. Markowitz, CCC-A

Professional Memberships: American Speech-Language-Hearing Association

American Academy of Audiology

Published Abstracts: McPherson, D., Blair, N., Gerstmann, D., & Dick, K. (1995). Contralateral suppression of click-evoked emissions (EOAE) in pre-termand term infants. Abstracts of the Seventeenth Midwinter Research Meeting, Association for Research in Otolaryngology, 139.

McPherson, D. L., Blair, N., & White, K. (1993). Otoacoustic emissions during temporary threshold shift in normal hearing young adults. American Speech- Language-Hearing Association.

Bonnie Brinton

VITA

General Information Name: BONNIE BRINTON Nationality: USA

Current Principal Job Title Dean of Graduate Studies, Brigham Young University, Provo, UT 84601.

Educational Experience Ph.D., University of Utah, Salt Lake City, Speech Pathology & Audiology, June, 1981. M.A., San Jose State University, San Jose, CA, Speech Pathology & Audiology, June, 1977. B.A., University of Utah, Salt Lake City, Speech Pathology & Audiology, March, 1975. Certificate of Latin American Studies, University of Utah, Salt Lake City, March, 1975.

Honors, Memberships and Affiliations Fellow, American Speech-Language-Hearing Association, 1999. Scholarly Productivity Award, College of Education, BYU, 1992/93. Department of Speech Pathology & Audiology, nominee for outstanding teacher award, University of Nevada School of Medicine, 1985 and 1986. University of Utah Graduate Research Fellowship, 1980-1981. University of Utah Merit Scholarship. Office of Education Traineeship, San Jose State University. Graduated Magna cum Laude, University of Utah. Phi Kappa Phi, University of Utah. Honors at Entrance, University of Utah.

Fields of Present Major Scientific Interest Language and social competence in children with language impairment

Related Training and Professional Experience Associate Dean, School of Education, Brigham Young University, Provo, Jan. 97-Dec. 98. Professor, Department of Audiology and Speech Language Pathology, School of Education, Brigham Young University, Provo, Sept. 1994-current. Associate Professor, Department of Educational Psychology, Audiology and Speech Pathology Area, Brigham Young University, Provo, UT, Dec., 1990-Aug., 94.

Associate Scientist, Parsons Research Center, Bureau of Child Research, University of Kansas, Parsons, KS, July, 1988-Dec., 90. Courtesy Associate Professor, Speech-Language-Hearing, University of Kansas, July 1989- Dec. 90. Associate Professor (tenured), Speech Pathology and Audiology, University of Nevada School of Medicine, July, 1986-July, 1988. Assistant Professor, University of Nevada School of Medicine, Department of Speech Pathology & Audiology, January, 1982-July, 1986. Director of Clinical Operations, Northern Nevada Craniofacial Clinic, University of Nevada, Reno, July, 1982-July, 1985. Clinical Externship Supervisor, Reno Veteran's Administration Hospital, Reno, NV, July, 1982-July, 1984. Speech-Language Specialist, Washoe County School District, September, 1981-June, 1982. Teaching Assistant, University of Utah, Salt Lake City, UT. September, 1979-June, 1981. Clinical Supervisor, University of Utah Speech and Hearing Clinic, September, 1979-June, 1981. Speech-Language Pathologist, Columbus Community Center, Salt Lake City, UT, September, 1978-September, 1979. Extern Supervisor, University of Utah, Salt Lake City, UT, September, 1978-September, 1979. Teacher Specialist, Idylwild Center for Communicative Disorders, San Jose, CA, September, 1977-September, 1978.

Supplemental Information Certifications Certification of Clinical Competence, Speech Pathology, American Speech-Language- Hearing Association, January, 1978. Private Practice License, State of Nevada, October, 1981

Editorial Assignments Associate Editor, Language, Speech, and Hearing Services in Schools, 1990-present. Editorial Board, Topics in Language Disorders, 1998-present Editorial Consultant, Journal of Speech and Hearing Research, 1991-1995. Editorial Consultant, Journal of Speech and Hearing Disorders, 1986-1990. Editorial Consultant, Topics in Language Disorders, 1985-present. Editorial Consultant, Language, Speech, and Hearing Services in Schools, 1986-1990. Issue Co-Editor, Topics in Language Disorders, issue on adults with mental retardation. Editorial Consultant, American Journal of Speech-Language Pathology, 1991-present. Editorial Consultant, Journal of Children's Communication Development, 1993-present. Guest Consultant, Journal of Applied Behavior Analysis, 1989-91. Guest Consultant, European Journal of Disorders of Communication, 1997, 1999. 43

Professional Activities National Committee on Language Learning Disorders, American Speech-Language-Hearing Association (1985-1987, Chair, 1988-1990). ASHA Convention Program Committee, Language Disorders I, 1995. ASHA Convention Program Committee, Language Disorders II, 1994. ASHA Convention Program Committee, Subcommittee Chair, Language Disorders I, 1989. ASHA Convention Program Committee, Language Science, 1988. ASHA Convention Program Committee, Language Science, 1986. Regional Member, Consultant Group in Speech and Hearing, Standards for Administration of Special Education Programs, State of Nevada Department of Education, 1986-87. State of Nevada Special Education Advisory Committee, 1983-84. Utah Speech and Hearing Association, Executive Committee and Research Committee, 1980- 1981. Local Member, Expert Panel on Communication Disorders, Committee on Disabilities, Church of Jesus Christ of Latter-Day Saints, 1992. Executive Committee, Northern Nevada Craniofacial Clinic, 1982-85. Professional Advisory Board, Upjohn Health Care Services, 1983-1988. University of Nevada and School of Medicine Committees: Handicapped Access Committee, 1984/85, 1985/86, Chair, 1986/87, School of Medicine Personnel Committee, 1987/88, Production and Development Committee, 1982/83, Early Childhood Education Committee, 1984/85, 1985/86. Brigham Young University Committees: Research Committee, College of Education, 1991/92, Chair, 92/93, College of Education Faculty Retreat Committee, 1993, College of Education Representative, Graduate Council, 1994/95, Chair, College of Education Self Study Committee, 1994/95, Department Rank and Advancement Committee, Educational Psychology, Chair, 1995/96.

Professional Organizations American Association on Mental Retardation, 1989-present. American Speech-Language-Hearing Association, 1976-present. Kansas Speech and Hearing Association, 1988-91. Council of University Supervisors of Practicum in Speech-Language Pathology, 1978-86. American Cleft Palate Association, 1982-1985. Nevada Speech and Hearing Association, 1982-88. Northern Nevada Speech and Hearing Association, 1982-88. Nevada Association for Children with Impaired Hearing, 1982-84. Utah Speech and Hearing Association, 1979-1981. 44

Consultantships Speech Pathology Consultant, Reno Veteran's Administration Medical Center, June, 1982- May, 1988. Speech Pathology Consultant, Aetna Medicare Division, Reno, NV. September, 1981-June, 1988. Speech-Language Consultant, Upjohn Home Health Care, Reno, NV. January, 1982-June, 1988. Consultant, Head Start Program, Price, UT, August, 1978. Speech-Language Consultant, Nebo School District, Springville, UT. April, 1992-June, 1996. Speech-Language Consultant, Jordan School District, Sandy, UT. June, 1993.

Grants Awarded

Instructional Enhancement Grant, 1987, University of Nevada, Reno.

Principal Investigator, Conversational Skills of Persons with Mental Retardation, National Institute on Disability and Rehabilitative Research #H133C90121, University of Kansas, Parsons Research Center, Parsons, Kansas, 01/01/90-12/31/90, $49,977.

Co-Investigator, Language Skills of Elderly Persons with Mental Retardation. National Institute on Disability and Rehabilitative Research, H133C00108, University of Kansas, Parsons Research Center, Parsons, Kansas, 10/1/90-9/30/91, $49,994.

Co-Investigator, Language Skills of Elderly Persons with Mental Retardation: Syntactic and Pragmatic Skills. College of Education, Brigham Young University, Provo, 10/1/91- 9/30/92, $7,000.

Co-Investigator, Social Competence and Language Impairment in Children. College of Education, Brigham Young University, Provo, 9/1/93-8/31/94, $11,740.

Co-Investigator, Social Skills of Children with Specific Language Impairment. College of Education, Brigham Young University, Provo, 9/1/94-8/31/95, $9,140.

Publications Articles Brinton, B., & Fujiki, M. (1982). A comparison of request-response sequences in the discourse of normal and language-disordered children. Journal of Speech and Hearing Disorders, 47, 57-62.

Fujiki, M., & Brinton, B. (1983). Sampling reliability in elicited imitation. Journal of Speech and Hearing Disorders, 48, 85-89.

Brinton, B., & Fujiki, M. (1984). The development of topic manipulation skills in discourse. Journal of Speech and Hearing Research, 27, 350-358.

Fujiki, M., & Brinton, B. (1984). Enhancing parent interaction with language disordered children. Communicative Disorders, 9, 85-99.

Fujiki, M., & Brinton, B. (1984). Supplementing language therapy: Working with the classroom teacher. Language, Speech and Hearing Services in Schools, 15, 98-109.

Brinton, B., Fujiki, M., & Mackey, T. (1985). Elementary school age children's comprehension of idiomatic phrases. Journal of Communication Disorders, 18, 245- 257.

Brinton, B., Fujiki, M., & Erickson, J. (1985). The use of positive practice overcorrection to teach a functional sign to a low functioning autistic child. The Australian Journal of Human Communication Disorders, 13, 121-129.

Brinton, B., Fujiki, M., Frome Loeb, D., & Winkler, E. (1986). The development of conversational repair strategies in response to requests for clarification. Journal of Speech and Hearing Research, 29, 75-81.

Brinton, B., Fujiki, M., Winkler, E., & Frome Loeb, D. (1986). Responses to requests for clarification in linguistically normal and language-impaired children. Journal of Speech and Hearing Disorders, 51, 370-378. Fujiki, M., Brinton, B., & Dunton, S. (1987). A grammatical judgment screening test for elementary school age children. Language, Speech, and Hearing Services in Schools, 18, 131-143.

Fujiki, M., & Brinton, B. (1987). Elicited imitation revisited: A comparison with spontaneous production. Language, Speech, and Hearing Services in Schools, 18, 301- 311.

Fujiki, M., Brinton, B., & Dunton, S. (1987). Grammatical correction skills in linguistically normal and language-impaired children. Journal of Communication Disorders, 20, 413- 424. Brinton, B., Fujiki, M., & Sonnenberg, E. A. (1988). Responses to requests for clarification by linguistically normal and language-impaired children in conversation. Journal of Speech and Hearing Disorders, 53, 383-391. 46

Fujiki, M., & Brinton, B., & Sonnenberg, E. A. (1990). Repair of overlapping speech in the conversations of specifically language-impaired and normally developing children. Applied Psycholinguistics, 11, 201-215.

Brinton, B. (1990). Peer commentary on "clinical pragmatics: Expectations and realizations" by T. M. Gallagher. Journal of Speech-Language Pathology and Audiology, 14, 7-8.

Fujiki, M., & Brinton, B. (1991). The verbal noncommunicator: A case study. Language, Speech and Hearing Services in Schools, 22, 322-333.

Brinton, B., & Fujiki. M. (1991). Responses to requests for conversational repair by adults with mental retardation. Journal of Speech and Hearing Research, (34), 1087-1095.

Brinton, B., & Fujiki, M. (1992). Setting the context for conversational language sampling. Best Practices in School Speech/Language Pathology: Descriptive/Nonstandardized Language Assessment, 2, 9-19.

Fujiki, M. & Brinton, B. (1993). Growing old with retardation: The language of the survivors. Topics in Language Disorders, 13, 77-89.

Brinton, B. & Fujiki, M. (1993). Communication skills and community integration in adults with mild to moderate retardation. Topics in Language Disorders, 13, 9-19.

Fujiki, M., & Brinton, B. (1993). Comprehension monitoring skills of adults with mental retardation. Research in Developmental Disabilities, 14, 409-421.

Brinton, B., & Fujiki, M. (1993). Language, social skills, and socioemotional behavior. Language, Speech, and Hearing Services in Schools, 24, 194-198.

Brinton, B., & Fujiki, M. (1994). Ability of institutionalized and community-based adults with retardation to respond to questions in an interview context. Journal of Speech and Hearing Research, 37, 369-377. Fujiki, M., & Brinton, B. (1995). The performance of older and young persons with retardation on a series of language tasks. American Journal of Speech-Language Pathology: A Journal of Clinical Practice, 4, 77-86.

Fujiki, M., Brinton, B., Watson, V., & Robinson, L. (1996). The production of complex sentences by young and older adults with mild to moderate retardation. Applied Psycholinguistics, 17, 41-57.

Fujiki, M., Brinton, B., & Todd, C.M. (1996). Social skills of children with specific language impairment. Language, Speech, and Hearing Services in Schools, 27, 195-202.

Brinton, B., & Fujiki, M. (1996). Responses to requests for clarification by older and young adults with retardation. Research in Developmental Disabilities, 17, 335-347.

Brinton, B., Fujiki, M., & Powell, J. M. (1997). The ability of children with language impairment to manipulate topic in a structured task. Language, Speech, and Hearing Services in Schools, 28, 3-11.

Fujiki, M., Brinton, B., Robinson, L., & Watson, V. (1997). The ability of children with specific language impairment to participate in a group decision task. Journal of Children's Communication Development, 18, 1-10.

Brinton, B., Fujiki, M., Spencer, J. C., & Robinson, L. A. (1997). The ability of children with specific language impairment to access and participate in an ongoing interaction. Journal of Speech, Language, and Hearing Research, 40, 1011-1025.

Brinton, B., Fujiki, M., & McKee, L. (1998). The negotiation skills of children with specific language impairment. Journal of Speech, Language, and Hearing Research, 41, 927- 940.

Brinton, B., Fujiki, M., & Higbee, L. (1998). Participation in cooperative learning activities by children with specific language impairment. Journal of Speech, Language, and Hearing Research, 41, 1193-1206.

Brinton, B., & Fujiki, M. (1999). Social interactional behaviors of children with specific language impairment. Topics in Language Disorders, 19 (2), 49-69.

Fujiki, M., Brinton, B., Hart, C. H., & Fitzgerald, A. (1999). Peer acceptance and friendship in children with specific language impairment. Topics in Language Disorders, 19 (2), 34-48.

Fujiki, M., Brinton, B., Morgan, M., & Hart, C. H. (1999). Withdrawn and sociable behavior of children with specific language impairment. Language, Speech, and Hearing Services in Schools, 30, 183-195.

Bonnie, B., Fujiki, M., Montague, E. C., & Hanton, J. L. (2000). Children with language impairment in cooperative work groups: A pilot study. Language, Speech, and Hearing Services in Schools, 31, 252-264.

Chapters Brinton, B. & Fujiki, M. (1994). Ways to teach conversation. In J. Duchan, L.E. Hewitt, & R.M. Sonnenmeier, (Eds.) Pragmatics: From theory to practice (pp. 59-71). Englewood Cliffs, NJ: Prentice Hall.

Fujiki, M. & Brinton, B. (1994). The social competence of children with specific language impairment. In M. L. Rice & R. Watkins (Eds.) Language intervention with children with specific language impairment (pp. 123-143). Baltimore: Paul H. Brookes.

Brinton, B. & Fujiki, M. (1995). Intervention with conversational skills. In M. E. Fey, J. Windsor, & S. Warren, (Eds.) Communication intervention for school-age children (pp. 183-212). Baltimore: Paul H. Brookes.

Books McFarlane, S., Fujiki, M., & Brinton, B. (1984). Coping with communicative handicaps: Resources for the practicing clinician. San Diego: College Hill Press.

Brinton, B., & Fujiki, M. (1989). Conversational management with language-impaired children: Pragmatic assessment and intervention. Rockville, MD: Aspen Publishers.

Papers Presented Brinton, B. (1979, November). Pragmatics and complexity in elicited imitation. Paper presented at the American Speech-Language-Hearing Association Convention, Atlanta, GA.

Brinton, B. (1979, October). Speech acts and pragmatic development. Paper presented at the Utah Speech and Hearing Association Meeting, Salt Lake City, UT.

Brinton, B., & Willbrand, M. L. (1980, October). Pragmatic and syntactic aspects of topic change in child-child discourse. Paper presented at the 1979 Mid-America Linguistics Conference, Lincoln, NE.

Brinton, B., & Fujiki, M. (1980, May). Language sampling in the real world: A practical pragmatic analysis. Paper presented at the Utah Speech and Hearing Association, Spring Meeting, Midway, UT.

Brinton, B., & Fujiki, M. (1980, October). Measurable pragmatic parameters of language disorders. Paper presented at the Utah Speech and Hearing Association, Fall Meeting, Salt Lake City, UT.

Brinton, B., & Fujiki, M. (1980, November). Discourse characteristics of language disordered and normal children. Paper presented at the American Speech-Language- Hearing Association Convention, Detroit, MI.

Fujiki, M., & Brinton, B. (1980, November). Sampling fidelity in elicited imitation. Paper presented at the American Speech-Language-Hearing Association Convention, Detroit, MI. Brinton, B., & Willbrand, M. L. (1981, October). Patterns of topic manipulation in unplanned discourse. Paper presented at the 1980 Mid-America Linguistics Conference, Lawrence, KS.

Brinton, B. (1981, November). The development of topic manipulation in peer-peer discourse. Paper presented at the American Speech-Language-Hearing Association Convention, Los Angeles, CA.

Fujiki, M., & Brinton, B. (1982, November). Test-retest reliability in language sampling with language disordered children. Paper presented at the American Speech-Language- Hearing Association Convention, Toronto, CANADA.

Brinton, B., & Fujiki, M. (1982, November). The acquisition of topic initiation strategies in discourse. Paper presented at the American Speech-Language-Hearing Convention, Toronto, CANADA.

Fujiki, M., & Brinton, B. (1983, July). Strategies for improving linguistic interactions between parent and child. Paper presented at the Western Regional American Speech- Language-Hearing Association Conference, Honolulu, HI.

Brinton, B., & Fujiki, M. (1983, July). Discourse skills in language disordered children: Adult-child interactions. Paper presented at the Western Regional American Speech- Language-Hearing Association Conference, Honolulu, HI.

Brinton, B. (1983, October). How children acquire language: The role of caring adults. Paper presented at the Annual Nevada Statewide Special Education Conference, Reno, NV.

Fujiki, M., & Brinton, B. (1984, October). Enhancing language development: The role of teachers, parents, and caretakers. Paper presented at the Association of Directors and Parents Together, Inc., Region IX Training Conference, Reno, NV.

Dunton, S. W., Fujiki, M., & Brinton, B. (1984, November). Metalinguistic judgment skills in normal and language-disordered children. Paper presented at the American Speech- Language-Hearing Association Convention, San Francisco, CA.

Frome, D., Brinton, B., Fujiki, M., & Winkler, E. (1984, November). The development of conversational repair strategies. Poster session presented at the American Speech- Language-Hearing Association Convention, San Francisco, CA.

Winkler, E., Brinton, B., Fujiki, M., & Frome, D. (1984, November). Conversational repair strategies in normal and language disordered children. Paper presented at the American Speech-Language-Hearing Association Convention, San Francisco, CA.

Brinton, B., & Fujiki, M. (1984, November). Request response sequences in adult-child discourse. Poster session presented at the American Speech-Language-Hearing Association Convention, San Francisco, CA. Sandstedt, C., Sonnenberg, E., Brinton, B., Lyon, J., & Fujiki, M. (1984, November). The use of word processing software for language sample analysis. Poster session presented at the American Speech-Language-Hearing Association Convention, San Francisco, CA.

Fujiki, M., & Brinton, B. (1984, November). Sampling reliability in elicited imitation. Speech Language Hearing Foundation poster session, presented at the American Speech-Language-Hearing Association Convention, San Francisco, CA.

Brinton, B., Fujiki, M., Ranck, R., & Ranck, D. (1985, November). Computer assisted analysis of conversational sequences. Poster session presented at the American Speech- Language-Hearing Association Convention, Washington, DC.

Erickson, J., Brinton, B., & Fujiki, M. (1985, November). Utilization of positive practice overcorrection with an autistic child. Poster session presented at the American Speech- Language-Hearing Association Convention, Washington, DC.

Fujiki, M, & Brinton, B. (1985, November). Sampling reliability in spontaneous language sampling. Paper presented at the American Speech-Language-Hearing Association Convention, Washington, DC.

Brinton, B., Fujiki, M., & Channell, R. (1985, November). Revision sequences in normal and language-disordered children. Paper presented at the American Speech-Language- Hearing Association Convention, Washington, DC.

Channell, R., Fujiki, M., Brinton, B., & Fletcher, C. (1986, November). Survey of statistical procedures used in ASHA journals. Poster session presented at the American Speech- Language-Hearing Association Convention, Detroit, MI.

Fujiki, M., Brinton, B., & Dunton, S. W. (1986, November). Grammatical correction skills in language-disordered and language normal children. Paper presented at the American Speech-Language-Hearing Association Convention, Detroit, MI.

Brinton, B., & Fujiki, M. (1986, November). Conversational management: Theory and practice. Paper presented at the American Speech-Language-Hearing Association Convention, Detroit, MI.

Brinton, B. (1986, November). As a member of the ASHA committee on language learning disorders: Issues in the identification of language learning disabled children. Miniseminar presented at the American-Speech-Language Convention, Detroit, MI.

Brinton, B., Fujiki, M., Sonnenberg, E., & Richardson, R. (1987, November). Responses of language-impaired children to clarification request sequences in conversation. Paper presented at the American Speech-Language-Hearing Convention, New Orleans, LA.

Fujiki, M., Brinton, B., & Dunton, S. W. (1987, November). Phoneme segmentation and grammatical correction skills of language-impaired children. Paper presented at the American Speech-Language-Hearing Convention, New Orleans, LA.

Winkler, E., Fujiki, M., & Brinton, B. (1988, November). Metalinguistic skills of normally developing German speaking children. Paper presented at the American Speech- Language-Hearing Association Convention, Boston, MA.

Brinton, B., Fey, M. E., Gallagher, T. M., Muma, J. R., & Rice, M. L. (1989, November). Language assessment in the public schools: What would you do? Miniseminar presented at the American Speech-Language-Hearing Association Convention, St. Louis, MO.

Bedrosian, J. L., Brinton, B., Craig, H. K., & Fujiki, M. (1989, November). Assessment of conversational management skills in children. Miniseminar presented at the American Speech-Language-Hearing Association Convention, St. Louis, MO.

Fujiki, M., Brinton, B., & Sonnenberg, E. A. (1989, November). Repair of turn taking errors by specifically language-impaired children. Paper presented at the American Speech- Language-Hearing Association Convention, St. Louis, MO.

Brinton, B., Fujiki, M, & Essa, E. (1990, November). Conversational characteristics of behaviorally aggressive and normal children. Paper presented at the American Speech- Language-Hearing Association Convention, Seattle, WA.

Brinton, B., & Fujiki, M. (1990, November). Responses to requests for repair by adults with mental retardation. Paper presented at the American Speech-Language-Hearing Association Convention, Seattle, WA.

Fujiki, M., & Brinton, B. (1990, November). Management of trouble sources in conversation by adults with retardation. Paper presented at the American Speech- Language-Hearing Association Convention, Seattle, WA.

Alvares, R., Brinton, B., Coggins, T., Duchan, J., & Fujiki, M. (1990, November). Context and language development - Putting it all back in. Miniseminar presented at the American Speech-Language-Hearing Association Convention, Seattle, WA.

Fujiki, M., & Brinton, B. (1991, November). The production of questions by adults with mental retardation. Paper accepted for presentation at the American Speech-Language- Hearing Association Convention, Atlanta, GA.

Brinton, B., & Fujiki, M. (1991, November). Responses to questions by adults with mental retardation. Paper accepted for presentation at the American Speech-Language-Hearing Association Convention, Atlanta, GA.

Fujiki, M. & Brinton, B. (1992, November). Recall of facts by elderly persons with mental retardation. Poster session presented at the American Speech-Language-Hearing Association Convention, San Antonio, TX.

Brinton, B.& Fujiki, M. (1992, November). Topic relevance in adults with mental retardation. Poster session presented at the American Speech-Language-Hearing Association Convention, San Antonio, TX.

Langdon, H., Cheney, C. Brinton, B., Hanrahan, L., Nelson, N. W. (1992, November). Bridging assessment to intervention: An open forum. Miniseminar presented at the American Speech-Language-Hearing Association Convention, San Antonio, TX.

Fujiki, M., Brinton, B., Robinson, L.A., Taylor, B.S., & Watson, V.J. (1993, November). Complex sentence production by elderly and young adults with retardation. Poster session presented at the American Speech-Language-Hearing Association Convention, Anaheim, CA.

Brinton, B., Fujiki, M., Washington, J., & Bashir, A.S. (1993, November). Assessment of social competence in children with language impairment. Miniseminar presented at the American Speech-Language-Hearing Association Convention, Anaheim, CA.

Powell, J.M., Buckley, A., Fujiki, M., & Brinton, B. (1994, November). Topic manipulation skills of children with SLI. Poster session presented at the American Speech- Language-Hearing Association Convention, New Orleans, LA.

Johansen, J.L., Southard, A.D., Brinton, B., Fujiki, M., & Sonnenberg, E. (1994, November). Responsiveness to question forms by children with SLI. Poster session presented at the American Speech-Language-Hearing Association Convention, New Orleans, LA.

Campbell, J.A., Robinson, L.A., Brinton, B., Fujiki, M., & Watson, V. (1995, December). Access skills of children with specific language impairment. Poster session presented at the American Speech-Language-Hearing Association Convention, Orlando, FL.

Robinson, L.A., Watson, V., Brinton, B., Fujiki, M., & Campbell, J.A. (1995, December). Verbal negotiation skills of children with specific language impairment. Poster session presented at the American Speech-Language-Hearing Association Convention, Orlando, FL.

Mentis, M., Skarakis-Doyle, E., Brinton, B., & Fujiki, M. (1995, December). The pragmatic revolution: Evolution, current trends, and new directions. Miniseminar presented at the American Speech-Language-Hearing Association Convention, Orlando, FL.

Brinton, B., & Fujiki, M. (1996, April). How to fix things with words: Conversational repair mechanisms. Symposium presented at the Rocky Mountain Psychological Association, Park City, Utah.

Palincsar, A., Silliman, E., Silliman S., Huntley Bahr, R., Brinton, B., Fujiki, M., & van Kleeck, A. (1996, November). Language as dynamic: Science to practice models. Double miniseminar presented at the American Speech-Language-Hearing Association Convention, Seattle, WA.

Higbee, L. M., Brinton, B., Fujiki, M., Robinson, L., & Spencer, J. (1996, November). Involvement of children with SLI in a collaborative group task. Poster session presented at the American Speech-Language-Hearing Association Convention, Seattle, WA.

Maroney, A. E., Friend, T., Brinton, B., & Fujiki, M. (1996, November). A structured approach to facilitation of relative clause composition: A case study. Poster session 54

presented at the American Speech-Language-Hearing Association Convention, Seattle, WA.

Brinton, B., Fujiki, M., & McKee, L. (1997, May). The negotiation skills of children with specific language impairment. Poster session presented at the Symposium on Research in Child Language Disorders, Madison, Wisconsin.

Fujiki, M., Brinton, B., Morgan, M., & Hutchings, M. (1997, May). Social competence of children with specific language impairment in a school setting. Poster session presented at the Symposium on Research in Child Language Disorders, Madison, Wisconsin.

Fujiki, M., Brinton, B., Morgan, M., & Hutchings, M. (1997, November). Teacher Ratings of the Social Competence of Children with Specific Language Impairment. Poster session presented at the American Speech-Language-Hearing Association Convention, Boston, MA.

Brinton, B., Fujiki, M., & Higbee, L. (1998, June). The Ability of Children with Specific Language Impairment to Collaborate in a Cooperative Work Task. Poster session presented at the Symposium on Research in Child Language Disorders, Madison, Wisconsin.

Fujiki, M., Brinton, B., & Morgan, M. (1998, June). Withdrawn Behavior of Children with Specific Language Impairment. Poster session presented at the Symposium on Research in Child Language Disorders, Madison, Wisconsin.

Fujiki, M., Brinton, B., & Morgan, M. (1998, Nov.). Subtypes of Withdrawn Behavior in Children with SLI. Poster session to be presented at the American Speech-Language- Hearing Association Convention, San Antonio.

Brinton, B., Fujiki, M., Montague, E. C., & Hanton, J. (1999, June). Children with specific language impairment in cooperative work groups. Poster session presented at the Symposium on Research in Child Language Disorders, Madison, Wisconsin.

Channell, R. W., Collingridge, J. D., Brinton, B., & Fujiki, M. (1999, June). Comparison of DSS scores from on-line and subsequent transcriptions. Language Disorders, Madison, Wisconsin.

McPherson, D., Fujiki, M., & Brinton, B. (1999, Sept.). Parent strategies for interacting better with their children with language impairment. Forum of Parents, International Center for Treatment of Hearing Disorders, Kajetany, Poland.

Brinton, B., & Fujiki, M. (1999, Sept.). Participation in cooperative learning groups by children with specific language impairment. Paper presented at the Sixth International Conference on Physiology and Pathology of Hearing, Mikotajki, Poland.

Fijiki, M., Brinton, B., & Hart, C. (1999, Sept.). Withdrawn behaviors in children with language impairment. Paper presented at the Sixth International Conference on Physiology and Pathology of Hearing, Mikotajki, Poland.

Fujiki, M., Brinton, B., Montague, E. C., & Hanton, J. G. (1999, Nov.). Social profiles and cooperative work in children with SLI. Poster session presented at the American Speech- Language-Hearing Association Convention, San Francisco, CA.

Brinton, B. (2000, Aug.) Speech/Language and Socialization in Boys with XXY/Klinefelter Syndrome. XXY/Klinefelter Syndrome in 2000: Expanding the Phenotype and Identifying New Research Directions, sponsored by NIH and KSS, Washington, D.C.

Isaacson, T., Summers, C., Fujiki, M., Brinton, B., Yo, Y. K., & Carter, J. (2000, Nov.) Playground behaviors of children with language impairment. Poster session presented at the American Speech-Language Hearing Association Convention, Washington, D.C.

Ehren, B., Edelson, S., Palincsar, A. M., Brinton, B., Fujiki, M., Silliman, E., Bahr, R., Beasman, J., Hadley, P., & Prelock, P. (2000, Nov.) Collaboration and inclusion: Multiple perspectives, one focus. Three-hour extended session presented at the American Speech- Language-Hearing Association Convention, Washington, D.C.

National and Regional Newsletters Fujiki, M., & Brinton, B. (1995). Some Guidelines for Preparing an ASHA Convention Proposal. Special Interest Division I Newsletter.

Brinton, B., & Fujiki, M. (1995, Oct.). Working with Language Impairment across the Life Span: What We Have Learned. California Speech Language Hearing Association Newsletter.

Brinton, B., & Fujiki, M. (1997). The case study as a research design in the study of language impairment. Special Interest Division I Newsletter, 4, 19-22.

Professional Symposia, Workshops, Seminars Conducted

Brinton, B. (1980, May). Pragmatic aspects of language development. Half-day inservice training workshop, Jordan School District, Sandy, UT.

Fujiki, M., & Brinton, B. (1981, August). Language acquisition: Steps and processes. Three-day Workshop, Las Vegas, NV. Fujiki, M., & Brinton, B. (1982, April). Strategies for approaching language disorders. Half-day Inservice Training Workshop, Jordan School District, Sandy, UT.

Fujiki, M., & Brinton, B. (1982, April). The speech pathologist and the classroom teacher working as a team. Inservice Training Workshop, Washoe County School District, Reno, NV.

Fujiki, M., Mecham, M., & Brinton, B. (1982, August). Language disorders: Evaluation and treatment. Three-day Workshop, Reno, NV.

Fujiki, M., Brinton, B. (1982, August). Language: Evaluation, therapy, targets and communication. Three-day Workshop, Las Vegas, NV.

Fujiki, M., & Brinton, B. (1982, September). Language development and language disorders. One-day Workshop, Carson City School District, Carson City, NV.

Brinton, B. (1983, March). Phonological disability in children. Northern Nevada Speech and Hearing Association, Reno, NV.

Brinton, B. (1983, May). Assessment and treatment of phonological disorders. Half-day workshop, Washoe County School District, Reno, NV.

Fujiki, M., & Brinton, B. (1983, June). Assessment and remediation of language disorders in children. Two-day Workshop, University of Utah, Salt Lake City, UT.

Brinton, B. (1984, February). Language disorders and the classroom teacher. Special Education Institute, Washoe County School District, Reno, NV.

Brinton, B. (1984, March). Language development. Teacher Inservice, Marvin Picollo School, Washoe County School District, Reno, NV.

Fujiki, M., & Brinton, B. (1985, February). Enhancing language in the classroom. Half-day Workshop, Carson City School District, Carson City, NV.

Fujiki, M., & Brinton, B. (1985, May). Screening for speech and language problems in the preschool population. Nevada Early Childhood Association for Special Children Meeting, Reno, NV.

Brinton, B. (1985, August). Phonology: Practical clinical applications. Three-day workshop, State Department of Education, Reno, NV.

Brinton, B., & Fujiki, M. (1986, June). Communicative competence: Pragmatic language development and disorders. One-day Workshop, University of the Pacific, Stockton, CA.

Fujiki, M., & Brinton, B. (1987, September). Conversational management: The assessment and treatment of conversational language disorders. Nevada Annual Statewide Special Education Conference, Reno, NV.

Brinton, B., & Fujiki, M. (1988, July). Remediating conversational language impairment. Institute for Management of the Communicatively Handicapped, Logan, UT.

Brinton, B., & Fujiki, M. (1988, September). The consultation model of providing speech language pathology services. One-day Workshop, Southeast Kansas Education Service Center, Greenbush, KS.

Brinton, B., & Fujiki, M. (1988, November). Conversational management: Assessment and intervention. One-day Workshop, New Mexico Speech, Language, and Hearing Fall Convention, Albuquerque, NM.

Brinton, B., & Fujiki, M. (1990, March). Conversational management: Assessment and intervention with language-impaired children. Workshop presented for the 1990 Early Childhood Intervention in Kansas Conference, Wichita, KS.

Brinton, B., & Fujiki, M. (1990, June). Collaborative service delivery in the public schools: Joining the team. Workshop presentation at the 21st Annual Colloquium in Communication Disorders, Stockton, CA.

Brinton, B., (1991, April). Conversational management with language-impaired children. Workshop, Mid-South Speech and Hearing Conference, Memphis, TN.

Brinton, B., & Fujiki, M. (1991, April). Clinical management of conversational impairment. One day session, New York State Speech Language Hearing Association, Annual Convention, Kiamesha Lake, NY.

Brinton, B. (1991, April). Round table discussion of critical issues related to language disorders in children. New York State Speech Language Hearing Association, Annual Convention, Kiamesha Lake, NY.

Brinton, B. & Fujiki, M. (1992, March). Ways to teach conversation. Pragmatics: From theory to therapy. Invited presentation. University at Buffalo, State University of New York, Buffalo, New York.

Brinton, B., & Fujiki, M. (1992, April). Conversational management with language impaired children. Short course. California Speech-Language-Hearing Association, San Francisco, CA.

Brinton, B., & Fujiki, M. (1992, April). Conversational management of childhood language impairment. In-service workshop, Salt Lake City School District, Salt Lake City, UT

Brinton, B. (1992, June). Conversational management in children with language impairment. Bruton Conference: Language Impairments in Children: Current Research and Intervention, University of Texas at Dallas.

Brinton, B., & Fujiki, M. (1992, December). Pragmatic language Intervention. Jordan School District, Sandy, UT.

Brinton, B. (1993, March). Conversational management in children with language impairment. Cimarron Conferences on Communication Disorders, Oklahoma State University, Stillwater, Ok.

Brinton, B., & Fujiki, M. (1993, June). A conversational approach to language intervention: Strengthening communicative and social competence. Workshop presentation at the 23rd Annual Colloquium in Communication Disorders, Stockton, CA.

Brinton, B., & Fujiki, M. (1993, August). Language and academic success. Two Day Workshop, University of Nevada, Reno, NV.

Brinton, B., & Fujiki, M. (1995, August). Communication skills and social survival for children with language impairment. One day workshop, Tahoe Time IX, Lake Tahoe, CA.

Brinton, B., & Fujiki, M. (1996, Feb.). Working with language impairment and social skills. One day workshop, Granite School District, Salt Lake City, UT.

Brinton, B., & Fujiki, M. (1996, April). Working with language impairment and social competence. Half day workshop, Jordan School District, Sandy, UT.

Brinton, B., & Fujiki, M. (1996, Sept.). Social skills of children with specific language impairment. CD Coordinators Meeting, Utah State Department of Education, Salt Lake City, UT.

Brinton, B., & Fujiki, M. (1996, Oct.). Identifying goals and objectives for language treatment. Half day workshop, Jordan School District, Sandy, UT.

Brinton, B., & Fujiki, M. (1996, Dec.). Identifying goals and objectives for language treatment. Half day workshop, Weber County School District, Ogden, UT.

Brinton, B., & Fujiki, M. (1997, June). Language skills and social survival for children with language impairment. One day workshop presented at the University of the Pacific, Stockton, CA. 60

Brinton, B. (1997, Oct.). Social Survival for Children with Language Impairment: Enhancing Language Skills and Social Competence. One day workshop presented through Bradley Hospital, Seekonk, MA.

Brinton, B., & Fujiki, M. (2000, March). Social survival for children with language impairment. Two day workshop presented through Speech, Language, & Learning Services, Seattle, WA.

Brinton, B. (2000, Oct.). Enhancing language development and social skills in young children. One day workshop presented at the Region VIII Head Start, Generation 2000: Rising to the Challenge Preconference, Colorado Springs.

Brinton, B., & Fujiki, M. (2000, Nov.) Facilitating social survival for children with language impairment. One day workshop presented at the BCASLPA Conference, Vancouver, B.C.

Ron Channell

Vita: Ron W. Channell (7/99) Educational Background B.S. Brigham Young University 1977 Child Development M.S. Brigham Young University 1979 Child Development Ph.D. University of Utah 1983 Speech-Language Pathology

Professional Experience Utah Program for Autistic Children, Salt Lake City 1981-1983 Speech-Language Pathologist & Teaching-Home Parent Brigham Young University, Department of Audiology & Speech-Language Pathology (formerly Educational Psychology) 1983-1991 Assistant Professor 1989 Granted Continuing Status (BYU's equivalent of tenure) 1991-Present Associate Professor

Articles Hinerman, P. S., & Channell, R. W. (1986). Conversational abilities of autistic individuals. Australian Journal of Human Communication Disorders, 14, 103- 108. Newman, P. W., Channell, R. W., & Palmer, M. L. (1986). A comparative study of the independence of unilateral ocular motor control in stutterers and nonstutterers. Journal of Fluency Disorders, 11, 105-116. Friend, T. J., & Channell, R. W. (1987). A comparison of two measures of receptive vocabulary. Language, Speech, & Hearing Services in Schools, 18, 231-237. Channell, R. W., & Peek, M. S. (1989). Four measures of vocabulary compared in older preschool children. Language, Speech, & Hearing Services in Schools, 20, 407-419. Channell, R. W. (1990). A decision-tree simulator for application of statistical techniques in speech-language pathology and audiology. Journal of Computer Use in Speech and Hearing, 6, 22-28. Channell, R. W., & Ford, C. T. (1991). Four grammatic completion measures of language ability. Language, Speech, & Hearing Services in Schools, 22, 211-218. Channell, R. W., Jenkins, V. T., & Johnson, B. W. (1991). Interactive practice and language sample analysis. Journal of Computer Use in Speech and Hearing, 7, 323-337. Harris, R. W., Brey, R. H., Miller, R. W., & Channell, R. W. (1992). Influence of masker bandwidth on binaural masking level differences. Audiology, 31, 196-204.

Lui, T. A., & Channell, R. W. (1995). Reliability of pitch discrimination of vowel and piano tones. Journal of Voice, 9, 394-402. Channell, R. W., & Johnson, B. W. (1999). Automated grammatical tagging of child language samples. Journal of Speech, Language, and Hearing Research, 42,727- 734. Long, S. H., & Channell, R. W. (in press). Accuracy of four language analysis procesdures performed automatically. American Journal of Speech-Language Pathology.

Papers Presented at National Conventions Channell, R. W. & Hinerman, P. S. (1983, June). A computer program for child- specific searches of empirical treatment literature. Paper presented at the national meeting of the National Society for Autistic Children, Salt Lake City. Channell, R. W., & Mecham, M. J. (1983, November). An intelligent database for language treatment in autism. Paper presented at the national meeting of the American Speech-Language Hearing Association, Cincinnati. Hinerman, P. S., & Channell, R. W. (1983, November). Conversational abilities in school-aged autistic children. Paper presented at the national meeting of the American Speech-Language Hearing Association, Cincinnati. Channell, R. W., & Mecham, M. J. (1984, November). Matching autistic clients to intervention procedures from language research. Poster presented at the national meeting of the American Speech-Language Hearing Association, San Francisco. Brinton, B., Fujiki, M., & Channell, R. W. (1985, November). Revision sequence patterns in discourse of normal and language-disordered children. Paper presented at the national meeting of the American Speech-Language Hearing Association, Washington, DC. Channell, R. W., Fujiki, M., & Brinton, B. (1986, November). Statistics in ASHA journals 1983-1985. Poster presented at the national meeting of the American Speech-Language Hearing Association, Detroit. Channell, R. W., & Nielsen, L. M. (1987, November). Predicting morphological proficiency with elicited imitation screening tests. Poster presented at the national meeting of the American Speech-Language Hearing Association, New Orleans. Channell, R. W., & Noall, S. C. (1989, November). Five sentence repetition measures compared. Poster presented at the national meeting of the American Speech- Language Hearing Association, St. Louis. Masterson, J., Channell, R., Fey, M., Hughes, D., Pollack, K., & Matesich, J. (1991, November). Enhancing linguistic analysis skills with microcomputer software. Miniseminar presented at the national meeting of the American Speech-Language Hearing Association, Atlanta. Channell, R. W. (1991, November). Automated grammatical tagging of children's language samples. Poster presented at the national meeting of the American 63

Speech-Language Hearing Association, Atlanta. Johnson, B. W., & Channell, R. W. (1992, November). Automated grammatical tagging of spoken and written language samples. Poster presented at the national meeting of the American Speech-Language Hearing Association, San Antonio. Channell, R. W., Grenfell, S. P., & Hilton, L. M. (1993, November). Accuracy of automated Developmental Sentence Scoring. Poster presented at the national meeting of the American Speech-Language Hearing Association, Anaheim. Channell, R. W., Berrett, L. G., & Johnson, B. W. (1993, November). Probabilistic grammatical tagging of children's language samples. Poster presented at the national meeting of the American Speech-Language Hearing Association, Anaheim. Channell, R. W., & Liu, T. (1994, November). Software for pitch perception assessment and training. Poster presented at the national meeting of the American Speech-Language Hearing Association, New Orleans. Channell, R. W. (1995, December). Morphing sentences to learn grammar concepts. Poster presented at the national meeting of the American Speech-Language Hearing Association, Orlando, FL. Channell, R. W., Brooks, B., & Boyce, L. (1995, December). Comparing the Index of Productive Syntax to Developmental Sentence Scoring. Poster presented at the national meeting of the American Speech-Language Hearing Association, Orlando. Channell, R. W., & Brock, P. L. (1996, November). Accuracy of automated LARSP analysis. Poster presented at the national meeting of the American Speech- Language Hearing Association, Seattle. Long, S. H., & Channell, R. W. (1997, May). Improvement of computerized language analysis via probabilistic parsing algorithms. Poster presented at the Symposium for Research in Child Language Disorders, Madison, WI. Channell, R. W., & Kirkham, K. (1997, November). Modeling children's segmentation of utterances into morphemes. Poster presented at the national meeting of the American Speech-Language Hearing Association, Boston. Long, S. H., & Channell, R. W. (1997, November). Application of automated parsing routines to clinical language analysis. Poster presented at the national meeting of the American Speech-Language Hearing Association, Boston. Channell, R. W., & Wilson, R. (1998, November). Modeling the segmentation of utterances into words. Poster presented at the national meeting of the American Speech-Language Hearing Association, San Antonio. Channell, R. W., & Wilmarth, J. W. (1998, November). Automated analysis of language from children with language impairment. Poster presented at the national meeting of the American Speech-Language Hearing Association, San Antonio. Channell, R. W., Collingridge, J., Brinton, B., & Fujiki, M. (1999, June). Comparison 64

of DSS Scores from On-Line and Subsequent Transcriptions. Poster presented at the Symposium for Research in Child Language Disorders, Madison, WI. Channell, R. W., & Aposhian, W. (1999, November). Automated Analysis of Language Samples from Adults with Developmental Impairment. Poster presented at the national meeting of the American Speech-Language Hearing Association, San Francisco. Channell, R. W., & Wilson, C. L. (2000, June). Probability-Based Automated Developmental Sentence Scoring Analysis. Poster presented at the Symposium for Research in Child Language Disorders, Madison, WI.

Grants Channell, R. W. (1991-92). Automated grammatical tagging of child language samples. Funded by the BYU College of Education, $6230. Channell, R. W. (1993-94). Perceptual analysis of voice parameters. Funded by the College of Education, $9950. Channell, R. W. (1995-96). Modeling children's segmentation of spoken and written sentences. Funded by the College of Education, $4950. Channell, R. W. (1997-98). Automated analysis of child language samples. Funded by the David O. McKay School of Education, $8275. Channell, R. W. (1998-99). Automated analysis of child language samples. Funded by the David O. McKay School of Education, $6350.

Editorial Consultant/Reviewer Journal of Speech and Hearing Research 1991-96 American Journal of Speech-Language Pathology, 1993-1998 Language, Speech, & Hearing Services in Schools 1993-present Journal of Speech and Hearing Disorders 1990 Journal of Computer Use in Speech and Hearing 1991-2

Professional Memberships & Positions Member, American Speech-Language Hearing Association; Holder of the Certificate of Clinical Competence in Speech-Language Pathology since 1983.

Service Departmental Graduate Coordinator, 1997- present Chair, Research Committee, D. O. McKay School of Education 1997-2000 Member, Human Subjects Review Committee, D. O. McKay School of Education, 2000-present Member, College of Education Self-Study Committee, 1994-5 Department Library Representative, 1988-present

Barbara Culatta

VITAE

BARBARA CULATTA, PH.D. Professor Audiology and Speech-Language Pathology Brigham Young University Provo, UT 84602

EDUCATION 1969 B.S. California State College, Pa Speech Pathology 1970 M.A. University of Pittsburgh Speech Pathology 1975 Ph.D. University of Pittsburgh Speech Pathology 1983 Post Doctoral Fellow Johns Hopkins University Speech Pathology

EMPLOYMENT 1969 Pittsburgh Public Schools Speech Pathologist 1972-1975 Rehabilitation Institute of Pittsburgh Speech Pathologist 1974-1975 University of Pittsburgh Instructor 1975-1981 University of Kentucky Associate Professor 1981-1982 University of Pittsburgh Visiting Professor 1983-2000 University of Rhode Island Professor 2000 Brigham Young University Professor

BOOKS AND PUBLICATIONS Culatta, B. (in press). Language disabilities in school-age children and youth. In G. Shames and N. Anderson (Eds). Human Communication Disorders: An Introduction. Boston: Allyn & Bacon Publishers.

Merritt, D. and Culatta, B. (1998). Language Intervention in the Classroom. San Diego, Ca.: Singular Press.

Culatta, B. (1994). Representational Play and Story Enactments: Formats for language therapy. In J. Duchan (Ed), Pragmatics: From Theory to Therapy. NJ: Prentice Hall.

Culatta, B. (1993). Mathematic deficits in children with spina bifida. In F. Rowley- Kelly and Reigel (Eds.), Students with Spina Bifida: A Guidebook for Educators. Ma: Brooks Publishing Company. In F. Rowley-Kelly and Reigel (Eds.), Students with Spina Bifida: A Guidebook for Educators. Ma: Brooks Publishing Company.

Culatta, B. (1993). Abstract concept deficits in students with spina bifida. In F. Rowley-Kelly and Reigel (Eds.), Students with Spina Bifida: A Guidebook for Educators. Ma: Brooks Publishing Company. In F. Rowley-Kelly and Reigel (Eds.), Students with Spina Bifida: A Guidebook for Educators. Ma: Brooks Publishing Company.

Culatta, B. (1993). Identification and assessment of perceptual and verbal deficits in children with spina bifida. In F. Rowley-Kelly and Reigel (Eds.), Students with Spina Bifida: A Guidebook for Educators. Ma: Brooks Publishing Company.

Culatta, B. and Young, C. (1992). Linguistic Performance as a Function of Task Demands in Children with Spina Bifida. Developmental Medicine and Child Neurology, 34, 434-440.

Culatta, B. and Culatta, R. (1992, 1984, and 1981) Communicative disorders. In A. E. Blackhurst and W. H. Berdine (Eds.), An Introduction to Special Education. Boston: Little Brown and Company.

Englert, C. S. and Culatta, B. (1987). Mathematic problem solving in children with learning disabilities, Learning Disabilities Quarterly, 1 29-36.

Page, J. and Culatta, B. (1986). Incorporating relational vocabulary training into classroom procedures, Journal of Childhood Communication Disorders, 9, 2, 157- 168.

Culatta, B. (1980). Language processing skills: The hidden prerequisite. Education Unlimited, 2, 52-56.

Culatta, B. (1984). A discourse based approach to training grammatical constructions. Seminars in Speech and Language, 5, 253-262.

Horn, D., Lorch, R., Lorch, E., and Culatta, B. (1985). Distractibility and vocabulary deficits in children with spina bifida and hydrocephalus. Developmental Medicine and Child Neurology, 27, 713-720.

Culatta, B., Ellis, J., and Page, J. (1983). Story re-telling as a communicative performance screening tool. Language Speech and Hearing Services in the Schools, 14, 66-74.

Zentall, S., Gohs, D, and Culatta, B. (1983). Language and activity of hyperactive and comparison preschoolers during receptive communication tasks. Exceptional Children, 50, 255-266.

Blackstone, S., Culatta, R., Culatta, B., and Martin R. (1983). Communication skills and infant parenteral nutrition. Journal of the American Medical Women's Association, 38, 49-56.

Culatta, B. and Horn, D. (1982). A program for achieving generalization of grammatical rules to spontaneous discourse. Journal of Speech and Hearing Disorders, 47 174-180.

Culatta, B. and Page, J. (1982). Strategies for achieving generalization of grammatical constructions. Communicative Disorders, 3, 31-44.

Culatta, B. (1981). Spina bifida-hydrocephalic children's performance on an object- sorting task. Spina Bifida Therapy, 3, 19-24.

Culatta, B. and Horn, D. (1981). Systematic modification of parental input to train language. Language Speech and Hearing Services in the Schools. 12, 4-12.

Culatta, B. (1980). Perceptual and linguistic performance of spina bifida- hydrocephalic children. Spina Bifida Therapy, 2, 235-247.

Culatta, B., and Blackstone, S. (1980). A program to teach non-oral communication symbols to multiply handicapped children. Journal of Childhood Communication Disorders, 4, 36-51.

Culatta, B., Culatta, R. and Seltzer, H. (1979). Language children use with their mothers and an unfamiliar listener. Human Communication, 4, 213-219.

Culatta, B., Horn, D. and Nestheidie, C. (1979). Parent-recorded language samples: A method to analyze communicative ability in language disordered children. Journal of Childhood Communication Disorders, 3, 16-27.

Culatta, B. (1978). Relationship between perceptual dysfunction and language disorders: A case report. Journal of Communicative Disorders. 11, 51-63. (Abstracted in Rehabilitation Literature, 1978, 39, 214.)

Culatta, B. (1978). Language use without comprehension: A suggested methodology for the clinical evaluation of spina bifida children. Spina Bifida Therapy, 1, 34-39.

Culatta, B. and Culatta, R. (1978). Spina Bifida children's non-communicative language: Examples and identification guidelines. Allied Health and Behavioral Sciences, 1, 22-30.

BOOKS AND PUBLICATIONS IN PREPARATION Culatta, B., Merritt, D., Horn, D., Theadore, G., (book contract in progress). Language Intervention in Play, Story, and Scripted Contexts. Thinking Publications.

Culatta, B., and Merritt, D. Narrative Skills in Children with Spina Bifida (data collected and analyzed).

Culatta, B. Discourse Skills in children with Spina Bifida (data collected).

Culatta, B., and Hopkins, T., Effectiveness of Story Enactment vs. Art Project Literacy Activities (data collected and partially analyzed).

WORKS IN NON-REFEREED SOURCES Culatta, B. (1996). Play as a Therapeutic Medium. Advance Article written about B. Culatta's work.

Culatta, B. (1996). The Scripted Play Approach to Language Intervention", (Video funded by American Speech-Language Hearing Association).

Culatta, B. (1996). Helping Children with LL.D. succeed in Regular Classrooms. Advance article written about B. Culatta’s work.

Merritt, D. and Culatta, B. (1995). Collaborative Language Intervention. Inservice Training Manual, US Office of Education Training Grant.

Culatta, B. (1993). The Role of Task Complexity on Relevance of Language, Annual Review of Hydrocephalus & Spina Bifida; The Japan Spina Bifida & Hydrocephalus Research Foundation.

Culatta, B. (1986). Relationship between Dimensional Perception and Language Functioning in Children with Spina Bifida, Final report, March of Dimes, Behavioral and Social Sciences Research Grant

Culatta, B., Page, J., and Culatta, R. (1981). Improving Language Functioning: A Manual for Language Clinicians and Teachers Working in Regular Educational Settings. Lexington, Ky.: University of Kentucky Dean's Grant Project.

Culatta, B. (1980). Communication development in the severely multiply handicapped. Proceedings of the Pennsylvania Training Model.

Culatta, B. and Blackstone, S. (1980). Training Generative Language: A slide presentation.

Culatta, B. and Culatta, R. (1979). Oral Language: An Instructional Module for Inservice Training. Frankfort, Ky: The Central Kentucky Child Service Demonstration Center, Bureau of Education for Exceptional Children.

Culatta, B. (1978). Training programs for language and speech development. COMPET Module. Pa: Commonwealth of Pennsylvania, Bureau of Special and Compensatory Education.

Culatta, B. (1978). Experience, motor activity and development The Kentucky Journal of Speech-Language Pathology and Audiology, 3, 22-31.

Culatta, B. (1977). A conceptually based approach to teaching language to retarded children. Journal of the Kentucky Speech and Hearing Association, 2, 1-8. (ERIC reprint ED091800).

Culatta, B., Holland, A. and Harris, A. (1971). Investigation of aphasic utilization of abstract concepts. Psycholinguistic and Behavioral Variables Underlying Recovery from Aphasia. Final report submitted to Social and Rehabilitation Service.

NATIONAL PRESENTATIONS Achieving a Balanced Approach to Language and Literacy Instruction, American Speech-Language Hearing Association, Washington, DC, November, 2000

Enhancing Language Skills within the Mystery Genre, American Speech-Language Hearing Association, Washington, DC, November, 2000

Integrated Language and Literacy Instruction, Short Course, American Speech- Language Hearing Association, San Francisco, November, 1999

Narrative Skills in Children with Spina Bifida, American Speech-Language Hearing Association, San Francisco, 1999

Story Enactment vs Art Project as Comprehension Extension Activities, American Speech-Language Hearing Association, San Francisco, November, 1999

Computerized Story Presentations to Facilitate Language and Literacy, American Speech-Language Hearing Association Convention, San Antonio, November, 1998

Effective Ways of Using Mapping, American Speech-Language Hearing Association Convention, Boston, November, 1997

Making Connections to Teach Narratives. American Speech-Language Hearing Association Convention; Boston, November, 1997

Improving Text Comprehension of Children with LL.D. American Speech- Language Hearing Association Convention, Seattle, WA, November, 1996

Enhancing Text Comprehension in Children with LL.D. American Speech- Language Hearing Association Convention, Orlando, Fla.; December, 1995

Using Routines and Play to Teach Language and Literacy, Partners of Americas Community Development Workshop, Tobago, November, 1995.

Training Teachers and SLPs in Collaborative Intervention. American Speech- Language Hearing Association; New Orleans, November, 1994

Training Teachers and SLPs in Collaborative Intervention. Conference on Learning Disabilities. San Diego, Ca., November, 1994

Story Telling to Facilitate Language and Literacy. Association for Childhood Education International, Washington, DC, April, 1994

Collaborative Intervention Strategies. Association for Childhood Education International, Washington, DC, April, 1994

Enhancing Discourse within Scripted Contexts. American Speech-Language Hearing Association, New Orleans, November, 1994

Using Scripted Contexts to Train Narrative and Conversational Discourse, American Speech-Language Hearing Association, New Orleans, November, 1994.

Scripted Play to Enhance Language and Literacy, Short Course, American Speech- Language Hearing Association Annual Convention, Anaheim, November, 1993.

Narrative Skills in Children with Spina Bifida, American Speech- Language Hearing Association Convention, San Antonio, November 22, 1992.

Preservice Preparation: Working with Young Children and Families, American Speech-Language-Hearing Association Convention, San Antonio, November, 1992

Narrative Skills in Children with Spina Bifida, American Speech Language Hearing Association, San Antonio, 1992.

Scripted Play and Story Enactments to Facilitate Language and Literacy, American Speech-Language Hearing Association Convention, San Antonio, November 22, 1992.

Language Based Processes to Facilitate Reading, American Speech-Language Hearing Association, Atlanta, 1991.

Mathematic Deficits in Children with Language Disorders, American Speech- Language Hearing Association Convention, Seattle, November, 1990.

Language Related Mathematic Deficits in Children with Language Disorders, American Speech-Language Hearing Association, Seattle, 1990.

Mathematics Problem-solving in Children With Spina Bifida, American Speech- Language Hearing Association, Seattle, 1990

Verbal Problem-Solving in Spina Bifida Children, American Speech-Language Hearing Association, Seattle, 1990.

Concrete vs. Abstract Language Skills in Children with Spina Bifida, American Speech-Language Hearing Association, New Orleans, November, 1987.

Capitalizing on Interaction to Train Language, American Speech and Hearing Association Convention, Detroit, November, 1986.

Evaluation of a Program to Teach Relational Vocabulary, American Speech and Hearing Association Convention, Detroit, November, 1986.

Attention and Vocabulary Development in Children with Spina Bifida, American Speech and hearing Association Convention, San Francisco, November, 1984

The Influence of Parent al Input on Acquisition of Negation, American Speech and Hearing Convention, Cincinnati, Ohio, November, 1983

Evaluating the Effectiveness of Non-Oral Symbol Use, American Speech and Hearing association Convention, Cincinnati, 1983

Generalization of Non-Oral Symbols, Council for Exceptional Children Convention, Washington, D. C. , April, 1983

Spontaneous Use of Trained Symbols, American Association of Mental Deficiency Convention, Dallas, June, 1983

Story Comprehension: Responses to Factual and Erroneous Questions, American Speech and Hearing Association Convention, Toronto, Canada, November, 1982

Related Perceptual, Conceptual, and Linguistic Deficits in Autistic children, The American Speech and haring Association Convention, Detroit, November, 1980

Incorporating Language Training into Daily Activities, American Speech and Hearing Association Convention, Detroit, November, 1980

Generalization of Grammatical Constructions to Conversational Discourse, The American Speech and Hearing Association Convention, Atlanta, November, 1979

Teaching Concepts and Symbols to Mentally Handicapped children, The American Speech and hearing Association Convention, Atlanta, November, 1979. 74

Parents Use of Exposure to Train Productive Language Symbols, The American Speech and hearing Association Convention, San Francisco, November, 1978

Establishing Exploratory Behavior in Deaf-Blind Children, Assn. for the Education of the Severely and Profoundly Handicapped, Baltimore, October, 1978.

The Effect of Receptive Training on Generative Symbol Use. The American Speech and haring Association Convention, San Francisco, November, 1978.

Spontaneous Use of Symbols in Multiply Handicapped Children, The American Speech and Hearing Association, Chicago, November, 1977.

A Parent Assisted Tool for Analyzing Functional Communication, The American Speech and Hearing Association, Chicago, November, 1977.

A Program to Teach Non-Oral Communication, American Assn. of the Education for Severely and profoundly Handicapped, San Francisco, October, 1977

Communicative Interaction as a Language Teaching Process, Council for Exceptional Children Convention, Atlanta, April, 1977

Teaching Non-Oral Communication, American Association for the Education of Severely and Profoundly Handicapped, Kansas City, Mo., Oct., 1976.

The Language Children Use with Familiar and Unfamiliar Listeners, The American Speech and Hearing Association Convention, November, 1976.

The Irrelevant Language of Children with Spina Bifida, The American Speech and Hearing Association Convention, Houston, 1976.

Expository Text Comprehension in Children with LL.D., American Speech- Language Hearing Association, Boston, November, 1988.

INTERNATIONAL PRESENTATIONS Human Rights for People with Disabilities (invited keynote speaker); Conference on Disabilities in the Public Schools; State of Sergipe, Aracaju, Sergipe, Brazil, 1998

Facilitating Language in Classroom Contexts, Human Rights for People with Disabilities; Conference on Disabilities in the Public Schools; State of Sergipe, Aracaju, Sergipe, Brazil, 1998

Using the Arts to Teach Language, Locos Por Cidadania, Very Special Arts and Partners of Americas Congress; Aracaju, Sergipe, Brazil, 1998

Early Literacy Instruction, Workshops presented to regular and special education teachers in Sergipe, Brazil, March, 1998

Collaborative Service Delivery, Locos Por Cidadania, Very Special Arts and Partners of Americas Congress; Aracaju, Sergipe, Brazil, 1998

Dynamic Assessment, Locos Por Cidadania Congress and University of Sergipe; Aracaju, Sergipe, Brazil, 1998

Language and Academic Instruction for Children with Severe Hearing Impairments, presentations made to city and state agencies, Aracaju, Sergipe, Brazil, 1999

Program Planning and Community Development, Partners of Americas’ Workshop on International Development; Tobago, November, 1995

Creating a Materials Distribution Center in Brazil, International Development Fellowship Seminar, Brazil, 1986

Language and Literacy Instructional workshops and courses, Brazil (Sergipe) and Ecuador (Quito, Ambato and Cuenca) (10 workshops and courses), 1977 to present

INVITED PRESENTATIONS AND WORKSHOPS (1990 TO PRESENT)

Balanced Language and Literacy, Two-credit Summer Institute, Saint Louis University, Saint Louis, MO, June, 2000

Combining Meaning and Code Components in Literacy Instruction, Southern Massachusetts Educational Collaborative, New Bedford, MA, February, 2000

Integrated Language and Literacy Instruction: Rhode Island Speech-language Hearing Association, Conference, and October, 1999

Expository Text Comprehension; and Literacy; day-long workshops presented at Utah State University Summer Institute; July 7 and 8, 1998

Enacting and Telling Stories: Contexts for Building Communication and Literacy; Canadian Association of Speech-Language Pathologists and Audiologists, Toronto, Canada, May, 1997

Using Routines to Stimulate Language Development in the Hearing Impaired, RI Hearing Assessment Program, Providence, RI, March, 1995

Building Communication and Literacy Skills through Scripted Play. New York Special Education Training Resource Center. Auburn, NY, December, 1995

Scripted Play: Facilitating Language and Literacy. New York Speech Language Hearing Association Convention, New York, NY, April, 1995

Collaborative Language Intervention, Inservice training workshops in RI, July, 1993, January, 1994; March, 1994; Connecticut, March and April, 1994; Massachusetts, May and June 1994

Enhancing Literacy Skills: A Scripted Play Approach, Rhode Island State Council of International Reading Association, 1993

Facilitating Language and Literacy in a Scripted Play Context. Brigham Young University, Provo, Utah, July, 1993

Enhancing Literacy Skills of Diverse Learners: A Scripted Play Approach, Rhode Island Council of the International Reading Association, December, 1993

Using scripted play and story enactments to facilitate language and literacy. Rhode Island Speech-Language and Hearing Association, April, 1993.

Improving Comprehension of Expository Texts, Providence Public Schools, Warwick, RI, April and September, 1992.

Facilitating Mathematic Problem Solving, Msg. Clark School, September, 1992.

Story Enactments and Scripted play: Formats for Language Intervention, Conference on Pragmatics, Buffalo, NY, March, 1992.

Facilitating Mathematic Problem Solving, Southern RI Collaborative Conference, March, 1992

Bridging the Gap between Mathematics and the Real World, URI Education Conference, Kingston, RI, December, 1991

Improving Subject Areas through Reading, Young Authors' Conference, Exeter- West Greenwich, RI, March, 1991.

Collaborative Speech-Language Intervention, Cumberland School District, January 1991.

Learning Disabilities and Mathematics, Rhode Island Speech and Hearing Association Conference, Warwick, RI, October, 1990.

Consultative and Classroom-based Language Intervention, Chariho School District, December 1990.

WORKSHOPS AND INVITED PRESENTATIONS (1980 TO 1989) Learning Disabilities in Children with Spina Bifida, Annual Meeting of the Spina Bifida Association of America, Phoenix, Arizona, 1989.

The Language Puzzle of Spina Bifida, The Spina Bifida Association of Western Pennsylvania, Pittsburgh, Pa, February, 1989.

Mathematic Deficits in Children with Spina Bifida, Annual Meeting of the Spina Bifida Association of America, Phoenix, Arizona, 1989.

Why is Math so Difficult?, The Spina Bifida Association of Western Pennsylvania, Pittsburgh, Pa, February, 1989.

"He's so Distractible": Attention Deficit Disorder, The Spina Bifida Association of Western Pennsylvania, February, 1989.

Interactive Play Therapy, Annual Meeting of the New York State Speech-Language Hearing Association, Buffalo, April, 1988.

Learning Disabilities in Children with Spina Bifida, New England Spina Bifida Association Conference, Canton, Ma, October, 1988.

Cocktail Party Speech, Conference on Lifelong Learning and Independence for Persons with Spina Bifida, Incarnate Word College, San Antonio, Texas, July, 1987.

Mathematic Problem Solving in Learning Disabled Children, Harry Jersig Speech and Hearing Center, Our Lady of the Lake University, San Antonio, Texas, July, 1987.

Conversational Problems in Special Populations, University United Methodist Church, San Antonio, Texas, July, 1987.

Learning Disabilities in Children with Spina Bifida, Massachusetts Spina Bifida Association, Worchester, Ma, April, 1986.

Communication and Learning Deficits in Children with Spina Bifida, Massachusetts Hospital School, Canton, Ma, March, 1986.

Mathematic Problem Solving Deficits in Children with Spina Bifida, Massachusetts Hospital School, Canton, Ma, February, 1986.

Facilitating Language in Children with Spina Bifida, Meeting Street School, March, 1986

Development Education, Gilbert Stuart International Magnet School, Providence, RI, April 23, 1986.

Establishing a Resource Center in Brazil, Fellowship in International Development Seminar, Little Rock, Arkansas, October, 1986.

Communication and Learning Disabilities in Children with Hydrocephalus, Child Development Center, Rhode Island Hospital, April, 1986.

Language Training Strategies, University of Sergipe, Aracaju, Brazil, June, 1985.

Mathematical Problem Solving Deficits in Children with Spina Bifida, Spina Bifida Association of Pennsylvania, Greensburg, Pa., March, 1985.

Capitalizing on Resources, International Development Fellowship Seminar, Brazil, November, 1985.

Assessing and Remediating Problem Solving Deficits, Rehabilitation Institute of Pittsburgh, July, 1985. 79

Cocktail Party Syndrome in Children with Spina Bifida, Spina Bifida Association of Pennsylvania, Greensburg, Pa., March, 1985.

Concept Development in Children with Autism, Behavioral Development Center, Rhode Island, May, 1984

Facilitating Reading Comprehension in Adults, Rhode Island School of Design, January, 1984

Mathematic Problem Solving in Children with LL.D., Emerson College Spring Colloquium, May, 1984

Assessing and Remediating Language Deficits, Ambato, Ecuador, June, 1984

Language and Perceptual Performance in Children with Hydrocephalus, Rehabilitation Institute of Pittsburgh, July, 1984

Language and Reading, Rhode Island Council of International Reading Association, March 4, 1983

Concept Training, Illinois Speech and Hearing Association Convention, April 1983

Interactive Language Intervention, Indiana Speech and Hearing Association, Indianapolis, April, 1982

Training Generative Language, Keynote Speaker, Speech and hearing Association of Alabama, Birmingham, Alabama, April, 1981

Language Intervention for Children with Autism; Keynote Speaker, Puerto Rico Speech and Hearing Association Convention, San Juan, Puerto Rico, March, 1981

Incorporating Language Teaching into the Natural Environment, West Va. Speech and Hearing Association, Huntington, West Va., April 1980

The Relationship between language and Cognition in Autistic Children, Ky. Federation of the Council for Exceptional Children, Louisville, March, 1980

Language Assessment, Purdue University Continuing Education Project, Madison, Indiana, February, 1980

Generalization of Grammatical Constructions, Boston University Annual Communication Disorders Conference, Boston, Ma; April, 12, 1980

EXTERNAL GRANTS AWARDED US Office of Education, $500,000, Model Demonstration Gant, Project CALL: Contextualized Approach to Language and Literacy Instruction; 1999 - 2002

American Speech-Language Hearing Association, Grant to produce Video of the Scripted Play Approach to Language Intervention, $1,000, 1997

US Office of Education, Inservice Training in Collaborative Intervention, $849,000 (1992-1995).

US Office of Education, Preservice Training in Collaborative Intervention, $700,000 (1992-1995).

US Office of Education Personnel Preparation Training Grant, Collaborative Training in Early Intervention; $368,000 (1990-1994)

Partners of Americas, Project and Organizational and Leadership Development Grants $11,000, 1986 -2000

March of Dimes, Behavioral and Social Sciences Research Grant, $38,000, 1984- 1985.

Spina Bifida Association, Research Grants, $10,000, 1985 and 1986.

US Office of Education, Strategies for Providing Language Intervention in the Classroom (minigrant component of University of Kentucky’s USOEP mainstreaming grant), 1981

INTERNAL FUNDS AWARDED URI Foundation grants; yearly from 1990 - 1998.

Human Science and Services Research Development Grant, $700, 1989.

Teacher Development Award, College of Human Science and Services, 1986.

Visiting Scholar grants; yearly from 1984 – 1998 81

Related Linguistic and Attentional Performance in Children with Spina Bifida, URI Council for Research Proposal Development Grant, $8,891, 1991.

University of Rhode Island Summer Faculty Fellowship, 1984-85.

University of Rhode Island, Alumni Association Faculty Development Award, $500.00, 1985.

EDITORIAL REVIEWS Reviewer, Butterworth Publishing Company and Thinking Publications, 1999 and 2000

Reviewer, Technical Report on Role of Speech language pathologists in Literacy, American Speech-Language Hearing Association, 2000

Associate Editor, Journal of Childhood Communication Disorders, 1982-1987.

Reviewer, Journal of Speech and Hearing Disorders, 1988 and 1989.

Reviewer, Speech and Language Services in the Schools, 1992, 1995; 1997

Reviewer, Behavioral Therapy, 1985

Book reviewer; Little Brown, Charles Merrill, Harper and Row; Thinking Publications; Mosby; 1979 to 1995

INTERNATIONAL WORK Vice President, Treasurer, and Chair of Rehabilitation Committee, Partners of the Americas, 1978 – 1994; 1997 - 2000

Fellow, Multicultural Faculty Fellow, University of Rhode Island, 1998

President, Partners of Americas, Rhode Island-Sergipe partnership, 1995-1997

Selected participant, Workshop on Collaboration; Asuncion, Paraguay, 1997

Selected participant, Community Development Workshop; Tobago, November, 1995 82

Invited participant, Workshop on Long Range Planning in International Development, Partners of Americas, Receife, Brazil, 1994

Teacher trainer, Brazil (Sergipe) and Ecuador (Quito, Ambato and Cuenca) (10 multi-day workshops and courses), 1977 to present

Fellow, Kellogg International Development Leadership Training, 1984-1986

Visiting Professor, Inter-cultural communication, Semester at Sea (University of Pittsburgh study abroad program), 1982

AWARDS AND RECOGNITIONS Fellow, American Speech-language Hearing Association, 1998

Interim Chair, Department of Communicative Disorders, University of Rhode Island, 1998-2000

Certificate of Appreciation, RI Department of Education, service to Comprehensive System of Personnel Development Advisory Committee, 1998

Multicultural Faculty Fellow, University of Rhode Island, 1998-99

Exceptional Achievement Recognitions, University of Kentucky and University of Rhode Island, 1976, 1986, 1986, 1988, 1999

Citation for international work, State of Rhode Island, 1986

Recognition Awards, Rhode Island Partners of Americas, 1988 and 1997

Kellogg Foundation International Development Fellow, two-year leadership training, 1984 -1986

Christopher Dromey

Curriculum Vitae for Christopher Dromey

Home Address Business Address 147 East 1600 North Brigham Young University Mapleton, Utah 84664 Audiology and Speech-Language Pathology (801) 489-6171 133 TLRB Provo, Utah 84602 (801) 378-6461 [email protected] EDUCATION

1992-1995 University of Colorado at Boulder Ph.D. in Speech Pathology/Speech Science. Dissertation: Global and component-specific modifications of speech—A multi-level study.

1987-1990 State University of New York at Buffalo MA in Speech-Language Pathology. Research thesis on vocal function. Recognition for clinical excellence.

1983-1985 Brigham Young University BA in German. Magna cum laude. Dean's list.

1979-1981 Brock University Two years completed, one on study abroad in Germany.

PROFESSIONAL EXPERIENCE

June 2000 Assistant Professor to present Brigham Young University - Audiology and Speech-Language Pathology Teach undergraduate and graduate coursework in speech pathology and speech science. Conduct research in voice and motor speech disorders. 84

September 1996 Speech Scientist to May 2000 Toronto Western Hospital - Department of Speech- Language Pathology Conduct original research in speech motor control in normal and disordered populations. Promote and coordinate clinical research by speech-language pathologists. Collaborate with research specialists in movement disorders, neurolaryngology, psychiatry and neuroimaging.

September 1996 Assistant Professor (Status Only) to May 2000 University of Toronto - Department of Speech-Language Pathology Teach voice disorders course (1997, 1999, 2000), advanced voice disorders seminar (1999). Supervise MSc thesis (1998- 99). Guide independent study (1997-98). Participate on the Departmental Research Committee and student thesis committees.

September 1995 Research Associate to July 1996 University of Colorado, Boulder Increase research productivity among faculty and students through computer hardware, software and instrumentation training and support.

September 1992 Research Assistant to August 1995 University of Colorado, Boulder Aerodynamic, glottographic, acoustic, kinematic and stroboscopic data analysis. Statistical and graphical interpretation and presentation of data from treatment efficacy research in Parkinson Disease.

July 1990 to Speech-Language Pathologist July 1992 Royal Victoria Hospital, Barrie, Ontario Assess and manage adult in- and outpatients with aphasia, dysphagia, dysarthria, disfluency and dysphonia. Establish and promote a stroke education program for patients and family members. Database application programming to computerize departmental record keeping.

Sept. 1989 Research Assistant to June 1990 State University of New York at Buffalo Help set up a speech science laboratory for the investigation of laryngeal and respiratory function. Computer and instrumentation configuration and troubleshooting.

PEER REVIEWED PUBLICATIONS

Tingley, S. & Dromey, C. (2000). Phonatory-articulatory relationships: Do speakers with spasmodic dysphonia show aberrant lip kinematic profiles? Journal of Medical Speech-Language Pathology, 8, 249-252.

Dromey, C. & Adams, S.G. (2000). Loudness perception and hypophonia in Parkinson disease. Journal of Medical Speech-Language Pathology, 8, 255- 259.

Dromey, C., Kumar, R., Lang, A., & Lozano, A. (2000). An investigation of the effects of subthalamic nucleus stimulation on acoustic measures of speech. Movement Disorders, 15, 1132-1138..

Warrick, P., Dromey, C., Irish, J. & Durkin, L. (2000). The treatment of essential voice tremor with botulinum toxin A: A longitudinal case report. Journal of Voice, 14, 410-421.

Dromey, C. (2000). Articulatory kinematics in patients with Parkinson disease using different speech treatment approaches. Journal of Medical Speech-Language Pathology, 8, 155-161.

Warrick, P., Dromey, C., Irish, J., Durkin, L., Pakiam, A. & Lang, A. (2000). Botulinum toxin for essential tremor of the voice with multiple anatomical sites of tremor: A crossover design study of unilateral versus bilateral injection. Laryngoscope, 110, 1366-1374.

Dromey, C. & Ramig, L.O. (1999). A response to Warren re: The effect of lung volume on selected phonatory and articulatory variables. Journal of Speech, Language and Hearing Research, 42, 620.

Kapusta-Shemie, C., & Dromey, C. (1999). Acoustic and perceptual improvements in tracheoesophageal voice using a neck strap. Journal of Otolaryngology, 28, 102-104.

Dromey, C. & Ramig, L.O. (1998). Intentional changes in sound pressure level and rate: Their impact on measures of respiration, phonation and articulation. Journal of Speech, Language and Hearing Research, 41, 1003-1018.

Dromey, C. & Ramig, L.O. (1998). The effect of lung volume on selected phonatory and articulatory variables. Journal of Speech, Language and Hearing Research, 41, 491-502.

Sapienza, C.M., Stathopoulos, E.T., & Dromey, C. (1998). Approximations of open quotient and speed quotient from glottal airflow and EGG waveforms: Effects of measurement criteria and sound pressure level. Journal of Voice, 12, 31- 43.

Busenbark, K., Ramig, L.O., Dromey, C., & Koller, W.C. (1996). Methazolamide for essential voice tremor. Neurology, 47, 1331-1332.

Perez, K.S., Ramig, L.O., Smith, M.E. & Dromey, C. (1996). The Parkinson larynx: Tremor and videostroboscopic findings. Journal of Voice, 10, 354-361.

Ramig, L.O., & Dromey, C. (1996). Aerodynamic mechanisms underlying treatment-related changes in vocal intensity in patients with Parkinson Disease. Journal of Speech and Hearing Research, 39, 798-807.

Dromey, C., Ramig, L.O. & Johnson, A.B. (1995). Phonatory and articulatory changes associated with increased vocal intensity in Parkinson disease: A case study. Journal of Speech and Hearing Research, 38, 751-764.

Smith, M.E., Ramig, L.O., Dromey, C., Perez, K.S. & Samandari, R. (1995). Intensive Voice Treatment in Parkinson Disease: Laryngostroboscopic Findings. Journal of Voice, 9, 453-459.

Dromey, C., Stathopoulos, E.T., & Sapienza, C.M. (1992). Glottal airflow and electroglottographic measures of vocal function at multiple intensities. Journal of Voice, 6, 44-54.

PEER REVIEWED CONFERENCE PRESENTATIONS 87

Dromey, C. (2000). Volitional phonatory changes: what they reveal about vocal tremor patterns. Paper presented at the Annual Convention of the American Speech- Language-Hearing Association in Washington, D.C., November, 2000.

Dromey, C., & Adams, S.G. (2000). Loudness perception and hypophonia in Parkinson disease. Paper presented at the Conference on Motor Speech, San Antonio, TX.

Tingley, S., & Dromey, C. (2000). Articulatory kinematics in spasmodic dysphonia, pre and post botox. Poster presented at the Conference on Motor Speech, San Antonio, TX.

Wood, S.J., Dromey, C., Irish, J.C., O’Sullivan, B., Brown, D.H., Gullane, P.J. (2000). Acoustic and aerodynamic changes in vocal function associated with primary radiation therapy for T1/T2 glottic carcinoma. Paper presented at the 5th International Conference on Head and Neck Cancer, San Francisco, July 2000.

Wood, S.J., Dromey, C., Irish, J.C., O’Sullivan, B., Brown, D.H., Gullane, P.J. (2000). A prospective analysis of the effects of radiation therapy on vocal function in patients with early laryngeal carcinoma. Paper presented at the 54th meeting of the Canadian Society of Otolaryngology, Head and Neck Surgery, Toronto, Canada, May 2000.

Dromey, C. (1999). Articulatory kinematics in Parkinson patients using different speech treatment approaches. Poster presented at the American Academy of Neurology conference in Toronto.

Dromey, C. (1999). Contrasting two treatment approaches for dysarthria: Articulatory kinematic data. Paper presented at the ASHA Annual Convention in San Francisco, CA.

Dromey, C., & Ramig, L.O. (1998). SPL and rate change effects in healthy adults. Paper presented at the Conference on Motor Speech in Tucson, AZ.

Warrick, P., Dromey, C., Irish, J., & Durkin, L. (1998). Botox injection for essential voice tremor. Paper presented at the Canadian Otolaryngology Society meeting in Montreal.

Durkin, L., Irish, J.C., & Dromey, C. (1997). Demographic characteristics of patients with spasmodic dysphonia. Paper presented at the Canadian Otolaryngology Conference in Whistler, B.C.

Dromey, C., & Ramig, L.O. (1996). Global and component-specific modifications of speech. Paper presented at the Conference on Motor Speech at Amelia Island, FL.

Ramig, L.O., Countryman, S., & Dromey, C. (1996). Efficacy of speech treatment for Parkinson disease: Two-year follow-up. Paper presented at the Conference on Motor Speech at Amelia Island, FL.

Ramig, L.O., Countryman, S., Dromey, C., & Fox, C. (1996). Voice treatment for Parkinson disease: Two-year follow up. Paper presented at the ASHA Annual Convention in Seattle, WA.

Horii, Y., Dromey, C., King, J. & Jancosek, E. (1994). Speaking-time ratio: Cross- language comparisons. Paper presented at the ASHA Annual Convention in New Orleans, LA.

Perez, K.S., Ramig, L.O., Smith, M.E., & Dromey, C. (1994). Videostroboscopic findings in patients with Parkinson disease. Paper presented at the Annual Symposium of the Voice Foundation, Philadelphia.

Ramig, L.O., Dromey, C., & Johnson, A. (1994). The effects of intensive voice therapy on phonatory and articulatory acoustic variables. Paper presented at the Conference on Motor Speech in Sedona, AZ.

Ramig, L.O., Dromey, C., & Johnson, A. (1994). Phonatory, respiratory, and articulatory effort: Treatment effects in Parkinson disease. Paper presented at the ASHA Annual Convention in New Orleans, LA.

Dromey, C., Ramig, L.O., & Scherer, R.C. (1993). Aerodynamic and acoustic changes following intensive voice therapy for patients with Parkinson disease: A case study. Paper presented at the 126th Meeting of the Acoustical Society of America in Denver, CO.

Ramig, L.O., Dromey, C., & Scherer, R.C. (1993). Aerodynamic and acoustic characteristics of phonation in Parkinson disease following voice treatment. Paper presented at the ASHA Annual Convention in Anaheim, CA.

Scherer, R.C., Dromey, C., & Guo, C.G. (1993). Measurement accuracy of the Glottal Enterprises pneumotachograph system. Paper presented at the 126th Meeting of the Acoustical Society of America in Denver, CO.

Dromey, C., Stathopoulos, E.T., & Sapienza, C.M. (1990). Electroglottographic and glottal airflow duty cycle measurements at multiple intensities. Paper presented at the ASHA Annual Convention in Seattle, WA.

INVITED LECTURES

Dromey, C. (1998). Research methodologies and statistics: What the health care professional needs to know. ABCs of Research Conference, Rehabilitation Institute of Toronto.

Dromey, C. (1996). Changes in speech intensity: Some causes and effects. Paper presented at the ASHA Annual Convention in Seattle, WA.

RESEARCH GRANT AWARDS

1999- Natural Sciences and Engineering Research Council (NSERC) 2000 Coordination and consistency in speech - $26,250

1998 Faculty of Medicine, University of Toronto - $10,000 Articulatory kinematic behaviour in two types of speech therapy for dysarthria

1997 Cummings Foundation - $25,000 Autophonic scaling and loudness perception in speakers with Parkinson disease

1997 American Speech-Language Hearing Foundation - $5,000 awarded, declined Loudness perception in speakers with Parkinson disease

PEER REVIEW SERVICE

Review of manuscripts submitted to the Journal of Speech, Language, and Hearing Research, the Journal of Medical Speech-Language 90

Pathology, the Journal of Speech-Language Pathology and Audiology, Movement Disorders and Phonoscope.

Review of submissions to the Microcomputer Applications Subcommittee for the 1996 ASHA Convention in Seattle, WA.

Review of submissions to the 2000 Conference on Motor Speech, San Antonio, TX.

PROFESSIONAL AFFILIATIONS

Member of the American Speech-Language-Hearing Association with Certificate of Clinical Competence since June, 1991.

ADDITIONAL INTERPERSONAL AND LEADERSHIP EXPERIENCE

Dec. 1981 to Voluntary missionary in Germany for the Church of Jesus Christ of June 1983 Latter-day Saints.

Martin Fujiki

VITA

General Information

Name: MARTIN FUJIKI Date of Information: 12/00 Place of Birth: Ogden, UT Nationality: American

Current Job Title Professor, Department of Audiology and Speech Language Pathology, Brigham Young University, Provo, UT 84602.

Educational Experience Ph.D., University of Utah, Salt Lake City, Speech Pathology & Audiology, June, 1980 M.S., University of Utah, Salt Lake City, Speech Pathology & Audiology, August, 1974 B.S., University of Idaho, Moscow, Speech Communication, May, 1972

Fields of Present Major Scientific Interest Normal language acquisition and language impairment Social skills of children with language impairment

Related Training and Professional Experience Associate Professor, Department of Educational Psychology, Audiology and Speech Pathology Area, Brigham Young University, Provo, UT, Dec. 1990-Aug. 1994. Clinic Director, BYU Speech and Language Clinic, Brigham Young University, Provo, UT, Dec. 1990-Aug. 1993. Research Associate, Parsons Research Center, University of Kansas, Parsons, KS, Dec. 1990- Sept. 1991. Associate Scientist, Parsons Research Center, Bureau of Child Research, University of Kansas, Parsons, KS, July, 1988-Dec. 1990. Courtesy Associate Professor, Speech-Language-Hearing, University of Kansas, July 1, 1989-Dec. 1990. Acting Department Chairperson, Speech Pathology and Audiology, University of Nevada, Reno, August-December, 1984. Associate Professor (tenured), Speech Pathology and Audiology, University of Nevada, Reno, July, 1984-June, 1988. Assistant Professor, University of Nevada, Reno, August, 1980-July, 1984. Speech and Language Specialist, Jordan School District, Sandy, Utah, August, 1979-June, 1980. 92

Teaching Assistant, University of Utah, Salt Lake City, Utah. Sept., 1977-May, 1979. Public School Speech Pathologist, Tooele School District, Tooele, Utah, August, 1974-May, 1976.

Supplemental Information Certifications Certification of Clinical Competence, Speech Pathology, American Speech-Language- Hearing Association (February, 1976-present). Basic Professional Certification, Speech Correction, Utah State Board of Education (August, 1974, renewed 1978-1983). Private Practice License, State of Nevada (October, 1980-1988). Private Practice License, State of Utah (March, 1992-present).

Editorial Assignments

Associate Editor, American Journal of Speech Language Pathology, 2000-present. Associate Editor, Language, Journal of Speech and Hearing Research, 1991-94. Editorial Consultant, Journal of Speech Language Hearing Research, 1995-present. Editorial Consultant, Journal of Speech and Hearing Disorders, 1983-85, 1986-89, 1989-90. Editorial Consultant, American Journal of Speech Language Pathology, 1996-2000. Editorial Consultant, Language, Speech, and Hearing Services in Schools, 1987-present. Editorial Board, Topics in language Disorders, 1993-present. Issue Co-Editor, Topics in language Disorders, issue on adults with mental retardation. Consulting Editor, Communication Disorders Quarterly, 1999-present. Editorial Consultant, Journal of Children's Communication Development, 1993 -1998. Guest Consultant, Topics in language Disorders, 1993. American Journal of Speech Language Pathology, 1995. Reviewer, Allyn & Bacon Publishers, Singular Publications, Paul H. Brookes Publishers, Aspen Publishers, John Wiley & Sons Publishers. Reviewer, 1995 Research grant competition for new investigators, American Speech- Language-Hearing Foundation.

Professional Activities

National Member ASHA Supportive Personnel Committee, 1983-86, Chair, ASHA Supportive Personnel Committee, 1987-88. Member, ASHA Convention Program Committee, Language Disorders and Learning Disabilities II, 1986. Member, ASHA Convention Program Committee, Language Disorders I, 1989. Subcommittee Chair, ASHA Convention Program Committee, Language Disorders II, 1994. 93

Member, ASHA Convention Program Committee, Language & Learning in School Age Children & Adolescents, 2000. Review Coordinator, Grants for Student Research in Early Childhood Language Competition, American Speech Language Hearing Foundation, 1999. Regional Board of Examiners, Audiology and Speech Pathology, State of Nevada, member, 1982-88, vice president, 1984-88. Member, Consultant group on speech and hearing. Standards for Administration of Special Education Programs, State of Nevada Department of Education, 1986-87. Local Member, Expert panel on Communication Disorders, Committee on Disabilities, Church of Jesus Christ of Latter Day Saints, 1992. Director, Scottish Rite Clinic for Childhood Language Disorders, Reno, NV, 1986-1988. Easter Seals Professional Advisory Council/Utilization Review Committee, 1982-85.

University of Nevada, Reno, Committees: Research Committee, School of Medicine, 1983/84. Committee on Security, School of Medicine, 1984/85. University Library Committee, 1982/83, 1983/84. University Minority Affairs Committee, 1984/85, 1985/86. University Outstanding Teacher Selection Committee, 1985/86. University Faculty Senate, 1985-88. Faculty Senate Legal Advisement Committee, 1987/88. University I/nstructional Enhancement Grant Awards Committee, 1987/88. Handicapped Access Committee, 1987/88.

Brigham Young University, Committees: Quality Assurance and Peer Review Advisory Board, Comprehensive Clinic, 1992/93. Intake Committee, Comprehensive Clinic, 1992/93. Research Committee, College of Education 1993-96, Department Rank and Status Committee, Educational Psychology, Chair, 1994/95, Member, 1995/96. University Rank and Status Council, 1996/98, vice chair, 97/98. NASDTEC, Utah State Office of Education, Teacher Education Program Approval Committee Chair, ASLP Dept. 97/98, Chair, McKay School of Education Academic Appeals Committee, 98, member, University Departmental Review Committee, 1999-2002, member, McKay School of Education Rank and Status Committee, 1999.

Professional Organizations American Association on Mental Retardation, 1989-present. American Speech-Language-Hearing Association, 1974-present. National Council of State Boards of Examiners for Speech Language Pathology and Audiology, 1982-89. Council of University Supervisors of Practicum in Speech-Language Pathology, 1978-86. 94

Utah Speech and Hearing Association, 1974-79, 1991-present. Kansas Speech and Hearing Association, 1988-90. Nevada Speech and Hearing Association, 1980-87, Ethical Practice Committee, 1982, Program Committee, 1981, Speakers Subcommittee, 1981. Nevada Association for Children with Impaired Hearing, Reno, 1982-84.

Consultantships Language Consultant, Eagle Valley Children's Home, Carson City, Nevada, August, 1981- June, 1988. Language Consultant, Children's Behavioral Services, Reno, Nevada, March, 1981- December, 1981.

Grants

Research Award, American Speech-Language-Hearing Foundation/Psi Iota Xi Sorority, 1980.

Instructional Enhancement Grant, 1987, University of Nevada, Reno.

Co-Investigator, Conversational Skills of Persons with Mental Retardation, National Institute on Disability and Rehabilitative Research #H133C90121, University of Kansas, Parsons Research Center, Parsons, Kansas, 01/01/90-12/31/90, $49,977.

Principal Investigator, Language Skills of Elderly Persons with Mental Retardation. National Institute on Disability and Rehabilitative Research, H133C00108, University of Kansas, Parsons Research Center, Parsons, Kansas, 10/1/90-9/30/91, $49,994.

Co-Investigator, Language Skills of Elderly Persons with Mental Retardation: Syntactic and Pragmatic Skills. College of Education, Brigham Young University, Provo, 10/1/91-8/31/92, $7,000.

Co-Investigator, Communicative Competence of Persons with Mental Retardation. Communicative Competence of Persons with Mental Retardation. College of Education, Brigham Young University, Provo, 9/1/92-8/31/93, $5,825.

Co-Investigator, Social Competence and Language Impairment in Children. College of Education, Brigham Young University, Provo, 9/1/93-8/31/94, $11,740.

Co-Investigator, Social Skills of Children with Specific Language Impairment. College of Education, Brigham Young University, Provo, 9/1/94-8/31/95, $9,140.

Co-Investigator, Profiling the Social Problems of Children with Specific Language Impairment. David O. McKay School of Education, Brigham Young University, Provo, 9/1/96-8/31/97, $4,844.

Co-Investigator, Social Skills Intervention with Children with Specific Language Impairment in a School Setting. David O. McKay School of Education, Brigham Young University, Provo,9/1/97-8/31/98, $12,998.

Co-Investigator, Social Competence on the Playground and in the Classroom of Children with Specific Language Impairment. David O. McKay School of Education, Brigham Young University, Provo,9/1/98-8/31/99, $9,753.

Publications Articles Fujiki, M., & Willbrand, M. L. (1982). A comparison of four informal methods of language evaluation. Language, Speech and Hearing Services in Schools, 13, 42-52.

Brinton, B., & Fujiki, M. (1982). A comparison of request-response sequences in the discourse of normal and language-disordered children. Journal of Speech and Hearing Disorders, 47, 57-62.

Fujiki, M., & Brinton, B. (1983). Sampling reliability in elicited imitation. Journal of Speech and Hearing Disorders, 48, 85-89.

Brinton, B., & Fujiki, M. (1984). The development of topic manipulation skills in discourse. Journal of Speech and Hearing Research, 27, 350-358.

Fujiki, M., & Brinton, B. (1984). Enhancing parent interaction with language disordered children. Communicative Disorders, 9, 85-99.

Fujiki, M., & Brinton, B. (1984). Supplementing language therapy: Working with the classroom teacher. Language, Speech and Hearing Services in Schools, 15, 98-109.

Brinton, B., Fujiki, M., & Mackey, T. (1985). Elementary school age children's comprehension of idiomatic phrases. Journal of Communication Disorders, 18, 245-257.

Fujiki, M., Brinton, B., & Dunton, S. (1987). A grammatical judgment screening test for elementary school age children. Language, Speech, and Hearing Services in Schools, 18, 131-143.

Fujiki, M., & Brinton, B. (1987). Elicited imitation revisited: A comparison with spontaneous production. Language, Speech, and Hearing Services in Schools, 18, 301-311.

Fujiki, M., Brinton, B., & Dunton, S. (1987). Grammatical correction skills in linguistically normal and language-impaired children. Journal of Communication Disorders, 20, 413-424.

Brinton, B., Fujiki, M., & Sonnenberg, E. A. (1988). Responses to requests for clarification by linguistically normal and language-impaired children in conversation. Journal of Speech and Hearing Disorders, 53, 383-391.

American Speech-Language-Hearing Association Committee on Supportive Personnel. (1988). (M. Fujiki, Chair), Utilization and employment of speech-language pathology supportive personnel with under-served populations, ASHA, 30, 55-56.

Fujiki, M., Brinton, B., & Sonnenberg, E. A. (1990). Repair of overlapping speech in the conversations of specifically language-impaired and normally developing children. Applied Psycholinguistics, 11, 201-215.

Fujiki, M., & Brinton, B. (1991). The verbal noncommunicator: A case study. Language, Speech and Hearing Services in Schools, 22, 322-333.

Brinton, B., & Fujiki. M. (1991). Responses to requests for conversational repair by adults with mental retardation. Journal of Speech and Hearing Research, (34), 1087-1095

Fujiki, M. & Brinton, B. (1993). Growing old with retardation: The language of the survivors. Topics in Language Disorders, 13, 77-89.

Brinton, B. & Fujiki, M. (1993). Communication skills and community integration in adults with mild to moderate retardation. Topics in Language Disorders, 13, 9-19.

Fujiki, M., & Brinton, B. (1993). Comprehension monitoring skills of adults with mental retardation, Research in Developmental Disabilities, 14, 409-421.

Brinton, B., & Fujiki, M. (1993). Language, social skills, and socioemotional behavior. Language, Speech, and Hearing Services in Schools, 24, 194-198.

Fujiki, M., & Brinton, B. (1995). The performance of older and young persons with retardation on a series of language tasks. American Journal of Speech-Language Pathology: A Journal of Clinical Practice, 4, 77-86.

Fujiki, M., Brinton, B., Watson, V., & Robinson, L. (1996). The production of complex sentences by young and older adults with mild to moderate retardation. Applied Psycholinguistics, 17, 41-57.

Fujiki, M., Brinton, B., & Todd, C.M. (1996). Social skills of children with specific language impairment. Language, Speech, and Hearing Services in Schools, 27, 195-202.

Brinton, B., & Fujiki, M. (1996). Responses to requests for clarification by older and young adults with retardation. Research in Developmental Disabilities, 17, 335-347.

Brinton, B., Fujiki, M., & McKee, L. (1998). The negotiation skills of children with specific language impairment. Journal of Speech, Language, and Hearing Research, 41, 927- 940.

Brinton, B., & Fujiki, M. (1999). Social interactional behaviors of children with specific language impairment. Topics in Language Disorders, 19 (2), 49-69.

Fujiki, M., Brinton, B., Hart, C. H., & Fitzgerald, A. (1999). Peer acceptance and friendship in children with specific language impairment. Topics in Language Disorders, 19 (2), 34-48.

Brinton, B., Fujiki, M., Montague, E. C., & Hanton, J. L. (2000). Children with language impairment in cooperative work groups: A pilot study. Language, Speech, and Hearing Services in Schools, 31, 252-264.

Fujiki, M., Brinton, B., Isaacson, T., & Summers, C. (in press). Social behaviors of children with language impairment on the playground: A pilot study. Language, Speech, and Hearing Services in Schools.

CHAPTERS Willbrand, M. L., & Fujiki, M. (1979). The acquisition of confrontee verbs. In R. E. Cooley, M. R. Barnes, & J. A. Dunn (Eds.), Linguistics in Oklahoma: Papers of the 1978 Mid-American Linguistics Conference. Norman: University of Oklahoma.

Brinton, B. & Fujiki, M. (1994). Ways to teach conversation. In J. Duchan, L.E. Hewitt, & R.M. Sonnenmeier, (Eds.) Pragmatics: From theory to practice (pp. 59-71). Englewood Cliffs, N.J.: Prentice Hall.

Brinton, B., & Fujiki, M. (in press). Social development in children with specific language impairment and profound hearing loss. In P. K. Smith & C. H. Hart (Eds.), Handbook of social development. Blackwell.

Books McFarlane, S., Fujiki, M., & Brinton, B. (1984). Coping with communicative handicaps: Resources for the practicing clinician. San Diego: College Hill Press.

Brinton, B., & Fujiki, M. (1989). Conversational management with language- impaired children: Pragmatic assessment and intervention. Rockville, MD: Aspen Publishers.

Papers Presented Fujiki, M. (1978, November). The acquisition of verbs in advanced language development. Paper presented at the American Speech-Language-Hearing Association Convention, San Francisco, CA.

Fujiki, M. (1979, October). Evaluation of language disorders in children: What to use and when. Paper presented at the Utah Speech and Hearing Fall Meeting, Salt Lake City, UT.

Fujiki, M. (1979, November). A comparison of four methods of language evaluation. Paper presented at the American Speech-Language-Hearing Association Convention, Atlanta, GA.

Brinton, B., & Fujiki, M. (1980, May). Language sampling in the real world: A practical pragmatic analysis. Paper presented at the Utah Speech and Hearing Association, Spring Meeting, Midway, UT.

Brinton, B., & Fujiki, M. (1980, October). Measurable pragmatic parameters of language disorders. Paper presented at the Utah Speech and Hearing Association, Fall Meeting, Salt Lake City, UT.

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Fujiki, M., & Brinton, B. (1980, November). Sampling fidelity in elicited imitation. Paper presented at the American Speech-Language-Hearing Association Convention, Detroit, MI.

Grows, N., Fujiki, M., McFarlane, S., & Lavorato, A. (1981, November). The influence of nonvocal communication devices on pragmatic language development. Paper presented at the American Speech-Language-Hearing Association Convention, Los Angeles, CA.

Fujiki, M., & Brinton, B. (1982, November). Test-retest reliability in language sampling with language disordered children. Paper presented at the American Speech- Language-Hearing Association Convention, Toronto, CANADA.

Brinton, B., & Fujiki, M. (1982, November). The acquisition of topic initiation strategies in discourse. Paper presented at the American Speech-Language-Hearing Convention, Toronto, CANADA.

Fujiki, M., & Brinton, B. (1983, July). Strategies for improving linguistic interactions between parent and child. Paper presented at the Western Regional American Speech-Language-Hearing Association Conference, Honolulu, HI.

Brinton, B., & Fujiki, M. (1983, July). Discourse skills in language disordered children: Adult-child interactions. Paper presented at the Western Regional American Speech-Language-Hearing Association Conference, Honolulu, HI.

Dunton, S. W., Fujiki, M., & Brinton, B. (1984, November). Metalinguistic judgment skills in normal and language-disordered children. Paper presented at the American Speech-Language-Hearing Association Convention, San Francisco, CA.

Frome, D., Brinton, B., Fujiki, M., & Winkler, E. (1984, November). The development of conversational repair strategies. Poster session presented at the American Speech-Language-Hearing Association Convention, San Francisco, CA.

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Sandstedt, C., Sonnenberg, E., Brinton, B., Lyon, J., & Fujiki, M. (1984, November). The use of word processing software for language sample analysis. Poster session presented at the American Speech-Language-Hearing Association Convention, San Francisco, CA.

Brinton, B., Fujiki, M., Ranck, R., & Ranck, D. (1985, November). Computer assisted analysis of conversational sequences. Poster session presented at the American Speech-Language-Hearing Association Convention, Washington, DC.

Erickson, J., Brinton, B., & Fujiki, M. (1985, November). Utilization of positive practice overcorrection with an autistic child. Poster session presented at the American Speech-Language-Hearing Association Convention, Washington, DC.

Fujiki, M, & Brinton, B. (1985, November). Sampling reliability in spontaneous language sampling. Paper presented at the American Speech-Language-Hearing Association Convention, Washington, DC.

Brinton, B., Fujiki, M., & Channell, R. (1985, November). Revision sequences in normal and language-disordered children. Paper presented at the American Speech- Language-Hearing Association Convention, Washington, DC.

Channell, R., Fujiki, M., Brinton, B., & Fletcher, C. (1986, November). Survey of statistical procedures used in ASHA journals. Poster session presented at the American Speech-Language-Hearing Association Convention, Detroit, MI.

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Brinton, B., & Fujiki, M. (1986, November). Conversational management: Theory and practice. Paper presented at the American Speech-Language-Hearing Association Convention, Detroit, MI.

Fujiki, M. (1988, November). Current issues and methods in the use of supportive personnel. Miniseminar presented at the American Speech-Language-Hearing Association Convention, Boston, MA.

Fujiki, M., Brinton, B., & Sonnenberg, E. A. (1989, November). Repair of turn taking errors by specifically language-impaired children. Paper presented at the American Speech-Language-Hearing Association Convention, St. Louis, MO.

Brinton, B., Fujiki, M., & Essa, E. (1990, November). Conversational characteristics of behaviorally aggressive and normal children. Paper presented at the American Speech- Language-Hearing Association Convention, Seattle, WA.

Fujiki, M., & Brinton, B. (1990, November). Management of trouble sources in conversation by adults with retardation. Paper presented at the American Speech-Language- Hearing Association Convention, Seattle, WA.

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Fujiki, M., & Brinton, B. (1991, November). The production of questions by adults with mental retardation. Paper presented at the American Speech-Language-Hearing Association Convention, Atlanta, GA.

Brinton, B., & Fujiki, M. (1991, November). Responses to questions by adults with mental retardation. Paper presented at the American Speech-Language-Hearing Association Convention, Atlanta, GA.

Brinton, B. & Fujiki, M. (1992, November). Topic relevance in adults with mental retardation. Poster session presented at the American Speech-Language-Hearing Association Convention, San Antonio, TX.

Brinton, B., & Fujiki, M. (1996, April). How to fix things with words: Conversational repair mechanisms. Symposium presented at the Rocky Mountain Psychological Association, Park City, Utah.

Maroney, A. E., Friend, T., Brinton, B., & Fujiki, M. (1996, November). A structured approach to facilitation of relative clause composition: A case study. Poster session presented at the American Speech-Language-Hearing Association Convention, Seattle, WA.

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Fujiki, M., Brinton, B., & Morgan, M. (1998, Nov.). Subtypes of Withdrawn Behavior in Children with SLI. Poster session presented at the American Speech-Language- Hearing Association Convention, San Antonio.

Channell, R. W., Collingridge, J. D., Brinton, B., & Fujiki, M. (1999, June). Comparison of DSS scores from on-line and subsequent transcriptions. Poster session presented at the Symposium on Research in Child Language Disorders, Madison, Wisconsin.

Fujiki, M., Brinton, B., & Hart, C. (1999, Sept.). Withdrawn behaviors in children with language impairment. Paper presented at the Sixth International Conference on Physiology and Pathology of Hearing, Mikotajki, Poland.

Fujiki, M., Brinton, B., Isaacson, T., Summers, C., Ho, Y. K., & Carter, J. (2000, June). Social interactions of children with specific language impairment on the playground. Poster session presented at the Symposium on Research in Child Language Disorders, Madison, WI.

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Ehren, B., Edelson, S., Palincsar, A. M., Brinton, B., Fujiki, M., Silliman, E., Bahr, R., Beasman, J., Hadley, P., & Prelock, P. (2000, Nov.) Collaboration and inclusion: Multiple perspetives, One Focus. 3 hr. extended session presented at the American Speech-Language- Hearing Association Convention, Washington, D.C.

Isaacson, T., Summers, C., Fujiki, M., Brinton, B., Ho, Y. K., & Carter (2000, Nov.). Playground behaviors of children with language impairment. Poster session presented at the American Speech-Language-Hearing Association Convention, Washington, D.C.

Published Reviews Steele, N., Morros, J., & Fujiki, M. (1984). Review of "Sound Effects Recognition Test," by T. Finitzo-Hieber, N. Matkin, E. Cherow-Skalka, & I. Gerling. ASHA, 26, 73-74.

Steele, N., Morros, J., & Fujiki, M. (1984). Review of "Discrimination of PB-K's in Noise," by R. R. Rupp. ASHA, 26, 53-54.

Steele, N., Morros, J., & Fujiki, M. (1984). Review of "Northwestern University Children's Perception of Speech," by L. Elliott & D. Katz. ASHA, 26, 86-87.

Steele, N., Morros, J., & Fujiki, M. (1984). Review of "Selective Auditory Attention Task," by R. S. Cherry. ASHA, 26, 74.

Fujiki, M. (1985). Review of "The Slingerland Screening Tests for Identifying Children with Specific Language Disability." In J. V. Mitchell (Ed.), The ninth mental measurements yearbook, Vol. II (pp. 1398-1399). Lincoln: University of Nebraska.

Fujiki, M. (1985). "Review of Environmental Language Inventory." In J. V. Mitchell (Ed.), The ninth mental measurements yearbook, Vol. I (pp. 556-557). Lincoln: University of Nebraska.

Fujiki, M. (1989). Review of the test of pragmatic skills. In J. C. Conoley & J. J. Kramer (Eds.), The tenth mental measurements yearbook (pp. 744-745). Lincoln, NE: University of Nebraska-Lincoln.

Fujiki, M. (1989). Review of the signals listening tests. In J. C. Conoley & J. J. Kramer (Eds.), The tenth mental measurements yearbook (pp. 847-848). Lincoln, NE: University of Nebraska-Lincoln.

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National and Regional Newsletters Fujiki, M., & Brinton, B. (1995). Some Guidelines for Preparing an ASHA Convention Proposal. Special Interest Division I Newsletter.

Brinton, B., & Fujiki, M. (1995, Oct.). Working with Language Impairment across the Life Span: What We Have Learned. California Speech Language Hearing Association Newsletter.

Brinton, B., & Fujiki, M. (1997). The case study as a research design in the study of language impairment. Special Interest Division I Newsletter, 4, 19-22.

Professional Symposia, Workshops, Seminars Conducted Fujiki, M. (1979, March). Language disorders with children. Inservice Training Workshop, Communicative Disorders Department, Salt Lake City School District, Salt Lake City, UT.

Fujiki, M. (1979, December). Evaluation methods for language-disordered children. Inservice Training Workshop, Communicative Disorders Department, Jordan School District, Sandy, UT.

Fujiki, M. (1980, December). Language evaluation in the public schools. Inservice Training Workshop, Washoe County School District, Department of Communication Disorders, Reno, NV.

Fujiki, M., & Brinton, B. (1981, August). Language acquisition: Steps and processes. Three-day Workshop, Las Vegas, NV.

Fujiki, M., & Brinton, B. (1982, April). Strategies for approaching language disorders. Half-day Inservice Training Workshop, Jordan School District, Sandy, UT.

Fujiki, M. (1982, April). The speech pathologist and the classroom teacher working as a team. Inservice Training Workshop, Washoe County School District, Reno, NV.

Fujiki, M., Mecham, M., & Brinton, B. (1982, August). Language disorders: Evaluation and treatment. Three-day Workshop, Reno, NV.

Fujiki, M., Brinton, B. (1982, August). Language: Evaluation, therapy, targets and communication. Three-day Workshop, Las Vegas, NV.

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Fujiki, M., & Brinton, B. (1982, September). Language development and language disorders. One-day Workshop, Carson City School District, Carson City, NV.

Fujiki, M., & Brinton, B. (1983, June). Assessment and remediation of language disorders in children. Two-day Workshop, University of Utah, Salt Lake City, UT.

Fujiki, M. (1984, March). Normal language development. Teacher Inservice, Marvin Picollo School, Washoe County School District, Reno, NV.

Fujiki, M., & Brinton, B. (1985, February). Enhancing language in the classroom. Half-day Workshop, Carson City School District, Carson City, NV.

Fujiki, M., & Brinton, B. (1985, May). Screening for speech and language problems in the preschool population. Nevada Early Childhood Association for Special Children Meeting, Reno, NV.

Fujiki, M., & Brinton, B. (1986, June). Communicative competence: Pragmatic language development and disorders. One-day Workshop, University of the Pacific, Stockton, CA.

Fujiki, M., & Brinton, B. (1988, July). Discourse management: Remediating conversational language impairment. Summer Institute Program, Utah State University, Logan, UT.

Brinton, B., & Fujiki, M. (1988, September). The consultation model of providing speech language pathology services. One-day Workshop, Southeast Kansas Education Service Center, Greenbush, KS.

Brinton, B., & Fujiki, M. (1988, November). Conversational management: Assessment and intervention. One-day Workshop, New Mexico Speech, Language, and Hearing Fall Convention, Albuquerque, NM.

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Brinton, B., & Fujiki, M. (1990, June). Collaborative service delivery in the public schools: Joining the team. One day workshop presentation at the 21st Annual Colloquium in Communication Disorders, Stockton, CA.

Brinton, B., & Fujiki, M. (1991, April). Clinical management of conversational impairment. One day session, New York State Speech Language Hearing Association, Annual Convention, Kiamesha Lake, NY.

Brinton, B. & Fujiki, M. (1992, March). Ways to teach conversation. Pragmatics: From theory to therapy. Invited presentation. University at Buffalo, State University of New York, Buffalo, New York.

Brinton, B., & Fujiki, M. (1992, April). Conversational management with language impaired children. Short course. California Speech-Language-Hearing Association, San Francisco, CA.

Brinton, B., & Fujiki, M. (1992, April). Conversational management of childhood language impairment. In-service workshop, Salt Lake City School District, Salt Lake City, UT.

Fujiki, M. (1992, June). Communicative competence and social adaptation. Bruton Conference: Language Impairments in Children: Current Research and Intervention, University of Texas at Dallas.

Brinton, B., & Fujiki, M. (1992, December). Pragmatic language intervention. In- service workshop, Jordan School District, Sandy, UT.

Brinton, B., & Fujiki, M. (1993, August). Language intervention and academic success. Two Day Workshop, University of Nevada, Reno, NV.

Brinton, B., & Fujiki, M. (1995, August). Communication skills and social survival for children with language impairment. One day workshop, Tahoe Time IX, Lake Tahoe, CA.

Brinton, B., & Fujiki, M. (1996, Feb.). Working with language impairment and social skills. One day workshop, Granite School District, Salt Lake City, UT.

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Brinton, B., & Fujiki, M. (1996, April). Working with language impairment and social competence. Half day workshop, Jordan School District, Sandy, UT.

Brinton, B., & Fujiki, M. (1996, Sept.). Social skills of children with specific language impairment. CD Coordinators Meeting, Utah State Department of Education, Salt Lake City, UT.

Brinton, B., & Fujiki, M. (1996, Oct.). Identifying goals and objectives for language treatment. Half day workshop, Jordan School District, Sandy, UT.

Brinton, B., & Fujiki, M. (1996, Dec.). Identifying goals and objectives for language treatment. Half day workshop, Weber County School District, Ogden, UT.

Brinton, B., & Fujiki, M. (1997, June). Language skills and social survival for children with language impairment. One day workshop presented at the University of the Pacific, Stockton, CA.

Brinton, B., & Fujiki, M. (2000, Mar.). Social survival for children with language impairment: Enhancing language and social competence. Two day workshop sponsored by Speech, Language, & Learning Services, Seattle, WA.

Brinton, B., & Fujiki, M. (2000, June). Social survival for young children with language impairment: Enhancing language and social competence in early childhood. Five day DSQIC 2000 summer institute. Utah State University.

Fujiki, M., & Brinton, B. (2000 Nov.). Enhancing social skills in children with language impairments. British Columbia Association for Speech Language Pathologists/ Audiologists Conference, Vancouver, B. C.

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Richard Harris

Professional Vita

Richard W. Harris

2082 MOUNTAIN VISTA LN 131 TLRB PO BOX 28653 PROVO UT 84606-6204 BRIGHAM YOUNG UNIVERSITY (801) 375-1192 PROVO UT 84602-8653 (801) 378-6460 [email protected]

Educational Background

Ph.D. 1978 Purdue University, West Lafayette, Indiana Department of Audiology and Speech Sciences

M.S. 1974 University of Wisconsin, Stevens Point, Wisconsin Department of Communicative Disorders

B.S. 1973 North Dakota State University, Fargo, North Dakota Department of Communication

Professional Credentials

National: Certificate of Clinical Competence in Audiology (CCC-A), the American Speech-Language-Hearing Association.

Certified Course Director, Council for Accreditation in Occupational Hearing Conservation (CAOHC).

State: Licensed Audiologist, State of Utah Department of Commerce, Division of Occupational and Professional Licensing.

Professional Experience

Full Professor 1993- Department of Audiology & Speech-Language Pathology Present Brigham Young University

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Program Chairman 1990-1997 Audiology Program Department of Educational Psychology Brigham Young University

Associate Professor 1986-1993 Audiology & Speech-Language Pathology Area Department of Educational Psychology Brigham Young University

Assistant Professor 1982-1986 Audiology & Speech-Language Pathology Area Department of Educational Psychology Brigham Young University

Assistant Professor 1979-1982 Division of Speech/Lang. Pathology & Audiology Department of Communication University of Utah

Clinical 1978-1979 St. Vincent Hospital Audiologist Department of Speech and Audiology Indianapolis, Indiana

Clinical Supervisor 1977-1978 Speech and Hearing Clinic Purdue University West Lafayette, Indiana

Clinical Fellowship 1976-1977 Speech and Hearing Clinic Purdue University West Lafayette, Indiana

Teaching Assistant 1974-1978 Department of Audiology and Speech Sciences Purdue University West Lafayette, Indiana

Productive Scholarship, Research, and Creative Activities

Publications in Peer Reviewed Journals

Harris, R. W., Goffi, M. V. S., Pedalini, M. E. B., Merrill, A., & Gygi, M. A. (in press). Psychometrically Equivalent Brazilian Portuguese Bisyllabic Word Recognition Materials Spoken by Male and Female Talkers. Accepted for publication in Pro-Fono. (Scheduled to appear simultaneously in Portuguese and English in March, 2001).

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Harris, R. W., Goffi, M. V. S., Pedalini, M. E. B., Gygi, M. A.. & Merrill, A., (in press). Psychometrically Equivalent Brazilian Portuguese Trisyllabic Words Spoken by Male and Female Talkers. Accepted for publication in Pro-Fono. (Scheduled to appear simultaneously in Portuguese and English in March, 2001).

Harris, R. W., & Chanaud, R. C. (1998). A Simplified Method For Calibrating A Sound Level Meter For Use With A Brüel & Kjær Artificial Mastoid. American Journal of Audiology, 7(2), 61-72.

Anderson, D. V., Chabries, D. M., & Harris, R. W. (submitted 1998). A model based hearing aid. IEEE Transactions on Speech and Audio Processing.

Anderson, D. V., Harris, R. W., & Chabries, D. M. (1995) Evaluation of a hearing compensation algorithm. IEEE ASSP, (X(Y): 3531-3533.

Harris, R. W., Brey, R., Miller, R. W., & Channell, R. W. (1992). The influence of masker bandwidth on the masking level difference. Audiology, 31(4), 196- 204.

Harris, R. W., Brey, R. H., Chang, Y., Soria, B. D., & Hilton, L. M. (1992). ADC bit resolution: A response to Hamill and Barron. Journal of Speech and Hearing Research, 35, 478.

Harris, R. W., Brey, R. H., Chang, Y., Soria, B. D., & Hilton, L. M. (1991). The effects of digital quantization error on speech intelligibility and perceived speech quality. Journal of Speech and Hearing Research, 34, 189-196.

Harris, R.W., & Swenson, D. (1990). Effects of reverberation and noise on speech recognition by adults with various amounts of sensorineural hearing impairment. Audiology, 29, 314-321.

Newman, R. W., Harris, R. W., & Hilton, L. (1989). Vocal jitter and shimmer in stuttering. Journal of Fluency Disorders, 14(2), 87-96.

Harris, R. W., Brey, R. H., Robinette, M. S. Chabries, D. M., Christiansen, R. W., & Jolley, R. G. (1988). Use of adaptive digital signal processing to improve speech communication for normal and hearing impaired subjects. Journal of Speech and Hearing Research, 31, 265-271. (Note: This manuscript was subsequently reproduced by the American Speech-Language-Hearing Association in "Amplification '89").

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Chabries, D. M., Christiansen, R. W., Brey, R. H., Robinette, M. S., & Harris, R. W. (1987). Application of adaptive digital signal processing to speech enhancement for the hearing impaired. Journal of Rehabilitation Research and Development, 24(4), 65-74.

Harris, R. W. & Goldstein, D. P. (1985). Hearing aid quality judgments in reverberant and nonreverberant environments using a magnitude estimation procedure. Audiology, 24, 32-43.

Harris, R. W. & Reitz, M. L. (1985). Effects of room reverberation and noise on speech discrimination by the elderly. Audiology, 24, 319-324.

Corth, S. B. & Harris, R. W. (1984). Incidence of middle ear disease in Indochinese refugee school children. Audiology, 23, 27-37.

Harris, R. W. & Goldstein, D. P. (1979). Effects of room reverberation upon hearing aid quality judgments. Audiology, 18, 253-262.

Creative Works

Harris, R. W, (2000). Brazilian Portuguese Speech Audiometry Materials. (Digital Compact Disc Recording) Provo, Utah: Department of Audiology & Speech-Language Pathology, Brigham Young University.

Harris, R. W., & Nielson, W. S. (2000). Polish Speech Audiometry Materials. (Digital Compact Disc Recording) Provo, Utah: Department of Audiology & Speech-Language Pathology, Brigham Young University.

Harris, R. W., & Greer, Lance F. (1997). Italian Speech Audiometry Materials. (Digital Compact Disc Recording) Provo, Utah: Department of Audiology & Speech-Language Pathology, Brigham Young University.

Harris, R. W., & Christensen, L. K. (1996). Spanish Speech Audiometry Materials. (Digital Compact Disc Recording) Provo, Utah: Department of Educational Psychology, Brigham Young University.

Harris, R. W., & Hilton, L. M. (1991). Speech Audiometry Materials. (Digital Compact Disc Recording) Provo, Utah: Department of Educational Psychology, Brigham Young University.

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Peer Reviewed Research Papers Presented

Harris, R. W. (2000, November). Comparison of 2-dB & 5-dB Speech Reception Threshold Methods. Poster presented at the annual convention of the American Speech-Language-Hearing Association, Washington, D.C.

Harris, R. W., & Nielson, W. S. (2000, November). Development of Polish Digitally Recorded Speech Audiometry Materials. Poster presented at the annual convention of the American Speech-Language-Hearing Association, Washington, D.C.

Bray, V. H., Harris, R. W., & Johnson, J. S. (1998, April). Optimized Target Matching: Demonstration of an Adaptive Nonlinear DSP System. Presented at the annual convention of the American Academy of Audiology, Los Angeles, CA.

Harris, R. W. & Christensen, L. K. (1998, April). Performance Intensity Functions for Digitally Recorded Spanish Speech Audiometry Materials. Presented at the annual convention of the American Academy of Audiology, Los Angeles, CA.

Harris, R. W. & Greer, L. F. (1998, April). Performance Intensity Functions for Digitally Recorded Italian Speech Audiometry Materials. Presented at the annual convention of the American Academy of Audiology, Los Angeles, CA.

Hanks, W. D., & Harris, R. W. (1997, April). How To Establish A University Hearing Conservation Program. Presented at the annual convention of the American Academy of Audiology, Ft. Lauderdale, FL.

Anderson, D. V., Harris, R. W., & Chabries, D. M. (1995, May). Evaluation of a hearing compensation algorithm. Proceedings of IEEE ICASSP, p. 3531.

Harris, R. W., & Anderson, M. L. (1994, November). Evaluation of Digitally Recorded and Edited Spondees. Paper presented at the annual convention of the American Speech-Language Hearing Association, New Orleans, Louisiana.

Hilton, L. M., McPherson, D., Walker, C., & Harris, R. W. (1994, November). Cognitive evoked potentials in Japanese listeners differentiating /ra/ and /la/. Paper presented at the annual convention of the American Speech-Language Hearing Association, New Orleans, Louisiana.

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Harris, R. W., Hilton, L. M., McPherson, D. M., & Hanks, W. D. (1993, November). Digital audio editing, sample editing, and compact disc mastering. Paper presented at the annual convention of the American Speech- Language-Hearing Association, Anaheim, CA.

Harris, R. W., & Channell, R. W. (1993, November). Automated presentation of speech audiometry materials on compact disc. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Anaheim, CA.

Ghent, R. M., & Harris, R. W. (1993, November). Sound quality and standards for recorded speech audiometry materials. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Anaheim, CA.

McPherson, D. M., Blair, N., & Harris, R. W. (1993, November). Otoacoustic emissions during temporary threshold shift. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Anaheim, CA.

Harris, R. W., & Hilton, L. M. (1992, November). College football sideline noise and sports medicine hearing conservation. Paper presented at the annual convention of the American Speech-Language-Hearing Association, San Antonio, TX.

Harris, R. W., & Whitney, S. (1992, November). Performance-intensity functions for digitally recorded spondees. Paper presented at the annual convention of the American Speech-Language-Hearing Association, San Antonio, TX.

Harris, R. W., & Layton, B. L. (1991, November). Distribution of RMS levels in speech. Paper presented at the annual convention of the American Speech- Language-Hearing Association, Atlanta, GA.

Harris, R. W., Brey, R. H., & Soria, B. D. (1990, November). The effects of digital quantization error on perceived speech quality. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Seattle, WA.

Brey, R. W., Harris, R. W., Greep, T. A., & Hilton, L. M. (1990, November). A digitally edited monosyllabic binaural fusion test. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Seattle, WA. 117

Harris, R. W., Brey, R. H., & Chang, Y. (1989, November). The effect of digital quantization error on speech recognition. Paper presented at the annual convention of the American Speech-Language-Hearing Association, St. Louis, MO.

Brey, R. H., Harris, R. W., Miller, R. W., & Channell, R. W. (1988, November). Masking level differences in amplitude modulated noise: A normative study. Paper presented at the Annual Convention of the American Speech-Language- Hearing Association, Boston, Massachusetts.

Chabries, D. M., Christiansen, R. W., Brey, R. H., Harris, R. W., & Robinette, M. S. (1987, November). Aural signal processing in the context of a digital hearing model. Poster session presented at the 114th Meeting of the Acoustical Society of America, Miami, Florida.

Robinette, M. S., Harris, R. W., Brey, R. H., Chabries, D. M., & Christiansen, R. W. (1987, November). Noise reduction with adaptive filtering and other devices: Normal hearing. Paper to be presented at the Annual Convention of the American Speech-Language-Hearing Association, New Orleans, Louisiana.

Plourde, A., Robinette, M. S., Brey, R. H., Koike, K., & Harris, R. W. (1987, November). Noise reduction with adaptive filtering and other devices II: Hearing impaired. Paper to be presented at the Annual Convention of the American Speech-Language-Hearing Association, New Orleans, Louisiana.

Brey, R. H., Harris, R. W., Chabries, D. M., Christiansen, R. W., & Robinette, M. S. (1987, May). Noise reduction with adaptive filtering and other devices I: Normal hearing. Paper presented at the Spring Conference of the Utah Speech-Language-Hearing Association, Snowbird, Utah.

Plourde, A., Koike, K., Brey, R. H., Harris, R. W., & Robinette, M. S. (1987, May). Noise reduction with adaptive filtering and other devices II: Hearing impaired. Paper presented at the Spring Conference of the Utah Speech- Language-Hearing Association, Snowbird, Utah.

Miller, R., Brey, R. H., & Harris, R. W. (1987, May). Masking level differences with amplitude modulated noise. Paper presented at the Spring Conference of the Utah Speech-Language-Hearing Association, Snowbird, Utah.

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Harris, R. W., Kaspar, R., & Brey, R. H. (1987, May). Monaural perception of the Rapidly Alternating Speech Perception Test (RASP). Paper presented at the 113th Meeting of the Acoustical Society of America, Indianapolis, Indiana.

Kaspar, R., Harris, R. W., & Brey, R. H. (1986, May). Critical analysis of the Rapidly Alternating Speech Perception (RASP) test. Paper presented at the Spring Conference of the Utah Speech-Language-Hearing Association, Snowbird, Utah.

Harris, R. W. & Brey, R. H. (1985, November). Forensics: Expert witness in an automobile train accident. Technical paper presented at the Annual Convention of the American Speech-Language-Hearing Association. Washington, D. C.

Brey, R. H., Harris, R. W., Robinette, M. S., Chabries, D. M., Christiansen, R. W., & Jolley, R. G. (1984, November). Improved intelligibility in noise using adaptive filtering I: Normal Subjects. Paper presented at the Annual Convention of the American Speech-Language-Hearing Association. San Francisco, California.

Harris, R. W., Brey, R. H., Robinette, M. S., Chabries, D. M., Christiansen, R. W., King, A., & Rose, D. (1984, November). Improved intelligibility in noise using adaptive filtering II: Hearing Impaired. Paper presented at the Annual Convention of the American Speech-Language-Hearing Association. San Francisco, California.

Brey, R. H., Harris, R. W., & Robinette, M. S. (1984). Overview of adaptive signal processing and improved speech discrimination abilities in normal and hearing impaired individuals. Presentation to the Utah Audiology Society, Salt Lake City, Utah.

Corth, S. B. & Harris, R. W. (1984, November). Incidence of middle ear disease in Indochinese refugee school children. Poster Session presented at the Annual Convention of the American Speech-Language-Hearing Association. San Francisco, California.

Harris, R. W. & Reitz, M. L. (1983, July). The effects of reverberation on speech discrimination by the elderly. Poster session presented to the Western Regional Conference of the American Speech-Language-Hearing Association. Honolulu, Hawaii.

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Harris, R. W. & Reitz, M. L. (1982). Effects of room reverberation and noise on speech discrimination by the elderly. Paper presented at the Spring Convention of the Utah Speech and Hearing Association, Snowbird, Utah.

Harris, R. W. & Swenson, D. (1982). Effects of room reverberation and noise on speech discrimination among individuals with varying degrees of hearing impairment. Paper presented at the Spring Convention of the Utah Speech and Hearing Association, Snowbird, Utah.

Harris, R. W. & Mahoney, T. (1981, November). Hearing impairment and middle ear function among children of migrant farm workers. Poster session, Annual Convention of the American Speech-Language- Hearing Association, Los Angeles, California.

Brey, R. H., Robinson, D. O., Robinette, M. S., & Harris, R. W. (1981, November). Study of CAOHC accredited training program graduates for six years. Poster session, Annual Convention of the American Speech-Language-Hearing Association, Los Angeles, California.

Harris, R. W. & Goldstein, D. P. (1980, November). Hearing aid quality judgments by magnitude estimation. Paper presented at the Annual Convention of the American Speech-Language-Hearing Association, Detroit, Michigan.

Invited Scholarly Papers and Educational Presentations

Harris, R. W. (1998). Calibration of audiological equipment. Invited guest lecture presented to Hospital Das Clinicas, University of São Paulo, Brazil.

Harris, R. W. (1998). Hearing aids. Invited guest lecture presented to Hospital Das Clinicas, University of São Paulo, Brazil.

Harris, R. W. (1998). Development of speech audiometry materials. Invited guest lecture presented to Hospital Das Clinicas, University of São Paulo, Brazil.

Harris, R. W. (1990). Effects of room reverberation upon speech communication. Listening in Classrooms: Room Acoustics and Amplification. A special project supported by the US Department of Education-Office of Special Education, Utah State University, Logan, UT.

Brey, R. H., Robinette, M. S., Harris, R. W., Chabries, D. M., & Christiansen, R. W. (1986, June). Digital signal processing and the hearing impaired. Invited lecture, the International Hearing Symposium, Minneapolis, Minnesota. 120

Brey, R. H., Chabries, D. M., Robinette, M. S., Christiansen, R. W., & Harris, R. W. (1983, May). Applications of adaptive signal processing to hearing aids. Presented to 3M-Corporation, Rochester, Minnesota.

Brey, R. H., Chabries, D. M., Robinette, M. S., Christiansen, R. W., & Harris, R. W. (1983, May). Applications of adaptive signal processing to hearing aids. Presented to Collier Research Institute, Dallas, Texas.

Brey, R. H., Chabries, D. M., Robinette, M. S., Christiansen, R. W., & Harris, R. W. (1983, May). Applications of adaptive signal processing to hearing aids. Presented to Mayo Clinic, Rochester, Minnesota.

Brey, R. H., Chabries, D. M., Robinette, M. S., Christiansen, R. W., & Harris, R. W. (1983, May). Applications of adaptive signal processing to hearing aids. Presented to National Technical Institute for the Deaf, Rochester, New York.

Brey, R. H. & Harris, R. W. (1982, September). Overview of audiological measurements. An invited lecture to the Utah Chapter of the Acoustical Engineering Society

Harris, R. W. (1979, August). Audiological Assessment and Hearing Aids. Invited guest lecturer. Third Annual Snowbird Continuing Education Conference of the Utah Academy of Physician Assistants and Utah Nurse Practitioner Conference Group. Snowbird, Utah.

Research Grants and Contracts

Harris, R. W. (1999). Preliminary evaluation of SONIC soft-shell hearing aid tips. SONIC innovations. Research contract funded for $1,925.

Harris, R. W. (1999). An investigation of dental handset noise levels and spectra over time using various types of sterilization techniques. Funded by Clinical Research Associates for $xxxxx.

Harris, R. W. (1997-1998). Evaluation of hearing aid fitting prescriptions, transfer functions, and BTE directionality. SONIC Innovations. Research contract funded for $20,000.

Harris, R. W. (1995-1996). Comparative Evaluation of ReSound, 3M, and SONIX Programmable Hearing Aids. SONIX Corporation. Research contract funded for $67,858.43.

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Harris, R. W. (1995). Comparative evaluation of various methods of digital quantization. SONIX Corporation. Funded for $1,200.

Harris, R. W. (1993-1997). An investigation of dental handset noise levels and spectra over time using various types of sterilization techniques. Funded by Clinical Research Associates for $9,600.

Harris, R. W. (1992-1995). Evaluation and development of digital hearing aid. SONIX Corporation. Funded for $18,000.

Harris, R. W. (1992-present). An Investigation of Sound Quality and Standards in Recorded Materials for Speech Audiometry. Funded by the Brigham Young University College of Education Research Review Committee for $15,853.

Harris, R. W., & Brey, R. H. (1988-91). Digital Speech Audiometry Research Project. Funded by the Brigham Young University College of Education Research Review Committee for $25,600. This grant funded the construction of the "Speech Audiometry Materials" compact disc which was distributed to over 500 Audiology facilities throughout the United States and Canada.

Harris, R. W., Hilton, L. M., Witbeck, A. R., & Udall, M. R. (1991). College Football Sideline Noise and Sports Medicine Hearing Conservation. Research grant submitted to the National Collegiate Athletic Association (NCAA) in the amount of $25,698. Not funded.

Listening in Classrooms: Room Acoustics and Amplification (1990). A special project supported by the US Department of Education-Office of Special Education, Utah State University, Logan, UT. Funded for $2000.

Brey, R. H., & Harris, R. W. (1987, September). Evaluation of the Williams and Com-tek auditory trainer systems for use with the hearing impaired in L.D.S. Chapels. Supported by Brigham Young University College of Education research assistantship.

Harris, R. W., & Brey, R. H. (1987). Digital modification of the Rapidly Alternating Speech Perception Test. Funded by the Brigham Young University College of Education Research Review Committee for $6,922.

Brey, R. H., Harris, R. W., & Robinette, M. S. (1987). Evaluation of digital hearing aid. Subcontracted through Phillip Bunker from Antin group. Total project was $80,100. Audiology portion of this grant was equal to $34,000.

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Brey, R. H., & Harris, R. W. (1986). Assessment of communication in M-1 Tank noise. Submitted in cooperation with Atilla Mathe, Modular Adaptive Signal Processing. Submitted to the United States Army. Audiology portion equals $26,844. Not funded.

Harris, R. W., Brey, R. H., & Newman, P. W. (1985-86). Communication Sciences and Disorders Research Proposal to evaluate various electrophysiological measures as they relate to the language and hearing disorders of children and adults. Funded by the Brigham Young University College of Education Research Review Committee for $28,720.

Chabries, D. M., Christiansen, R. W., Brey, R. H., Robinette, M. S., & Harris, R. W. (1983). Adaptive filtering research grant funded by Hal and Mark Antin. Funded for $100,000.

Harris, R. W. (1982). Research grant submitted: Extension of reverberation chamber grant. Funding by the University of Utah Institutional Funds Research Committee for $2,900.

Harris, R. W., & DeRuyter, F. (1980). Research grant submitted: "An investigation of aerodynamic characteristics in hearing impaired/deaf children and youths: The relationship of intraoral pressure and velopharyngeal valving to audiometric factors and a perceptual analysis of speech. Funding by the University of Utah Institutional Funds Research Committee for $3,484.

Harris, R. W. (1979). Research grant submitted: Development of reverberation chamber at the University of Utah to pursue research investigations dealing with the detrimental effects of room reverberation upon speech communication by various hearing impaired groups. Funded by the University of Utah Institutional Funds Research Committee for $15,000.

Professional Education Service

Membership in Professional Organizations American Academy of Audiology, 1994 - present. American Speech-Language-Hearing Association, 1973 - present. Panamerican Society of Audiology, 1998- present. Acoustical Society of America, 1974 - 1978, 1987 - 1995. Indiana Speech and Hearing Association, 1974 - 1978. Wisconsin Speech and Hearing Association, 1973 - 1974.

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Professional Service to the discipline

Accreditation Site Visitor for American Speech-Language-Hearing Association Council for Academic Accreditation (CAA). 1993-present. Sites visited: University of Hawaii – 1999 University of Colorado at Boulder - 1998 Kent State University – 1997 California State University-Northridge – 1997 CAA Site Visitors Training Session – 1997 California State University-Sacramento - 1996 University of Minnesota - 1996 East Tennessee State University - 1996 University of South Dakota - two visits 1994 CAA/ESB Training Sessions at ASHA Convention - 1993 Consultant Hearing Scientist (gratis), Provo Police Department (contact: Lt. David Bolda), Acoustical analysis of recorded telephone number involving a narcotics investigation. Provo, Utah. 1994. Instructional Lab Session Chairman (November, 1993). A hands-on introduction to HyperCard authoring. Session chaired at the Annual Convention of the American Speech-Language-Hearing Association. Anaheim, CA. Committee Member, American National Standards Institute (ANSI) S3-working group 36 (development of standards on speech intelligibility). 1992-present. Committee Member, Conference Planning Committee, International Evoked Response Audiometry Study Group (IERASG) 1993 International Conference. 1992-present. Conference dates: September 6-10, 1993. Consultant Hearing Scientist (gratis), Provo Police Department, Acoustical analysis and digital enhancement of tape recordings of cases involving obscene phone calls; and sexual assault recorded on 911. Provo, Utah. 1992. Mayo Audiology Symposium. Host Site Coordinator, Provo, Utah. 1992. Member of Acoustical Society of America Convention Planning Committee. 1991-1992. Editorial Consultant, Journal for Computer Users in Speech and Hearing. 1991- present. Second President Elect, Utah Speech-Language-Hearing Association. 1990-1991. Chairman, Professional Matters Committee, Utah Speech-Language-Hearing Association. 1990-1991. Editorial Consultant, Rocky Mountain Journal of Communication Disorders. 1989-1991. Advisor to Brigham Young University Chapter of the National Student Speech- Language-Hearing Association. 1987-1988 124

Chairman of Audiology Practical Examining Committee for the Utah State Board of Business Regulations Licensure in Audiology. 1984-1986. Examiner for State Board of Business Regulations Licensure in Audiology. 1984- 1985. Member of the Executive Board for the Utah Speech-Language-Hearing Association. 1981-1983. Editor, Newsletter for the Utah Speech-Language-Hearing Association. 1981- 1983. Faculty Advisor to the National Student Speech and Hearing Association, University of Utah. 1981-1982. Member of the Executive Committee of the Utah Speech and Hearing Association. 1981-1982.

Administration and Service to the University

Director of Department of Audiology & Speech-Language Pathology Reaccreditation Application Preparation Team, Brigham Young University. 1997-1998. Chair, Advancement in Rank and Continuing Status Committee, School of Education, Brigham Young University. 1996-present. Member, School of Education Computer Replacement Committee, Brigham Young University. 1996-1997. Member, Comprehensive Clinic Computer Committee. 1995-present. Member, Advancement in Rank and Continuing Status Committee, College of Education, Brigham Young University. 1993-1995. Member, Technology Committee, College of Education, Brigham Young University. 1994-present. Chairman, Institutional Hearing Conservation Program, Brigham Young University, 1991-present. Committee member, Training Director's Committee for Comprehensive Clinic. 1991-present. Program Director, Audiology, Audiology & Speech-Language Pathology Area, Department of Educational Psychology, Brigham Young University. 1990- 1997. Director, Brigham Young University Hearing and Speech Sciences Laboratory, Audiology & Speech-Language Pathology Area, Department of Educational Psychology, Brigham Young University. 1990-1997. Chairman, Research Review Committee, College of Education, Brigham Young University, 1990-1991. Member, Research Review Committee, College of Education, Brigham Young University, 1989-1990. 125

Committee member, College Statistics Committee, College of Education, Brigham Young University, 1990. Chair, Search Committee, new Audiology faculty position, 1991-1992. This search resulted in the hiring of Dr. Wendy Hanks. Chair, Search Committee, Audiology faculty position to replace Dr. Robert Brey when he left Brigham Young University for the Mayo Clinic, 1990-1991. This search resulted in the hiring of Dr. David McPherson. Committee Chairman, Audiology Program and Curriculum Development Committee, Department of Educational Psychology-Audiology and Speech- Language Pathology Area, Brigham Young University, 1990-present. Committee member, Audiology Program and Curriculum Development Committee, Department of Educational Psychology-Audiology and Speech- Language Pathology Area, Brigham Young University, 1982-1990. Faculty advisor, Brigham Young University Chapter of the National Student Speech-Language-Hearing Association, 1987-1988. Committee member, MIS Computer Services Committee, Comprehensive Clinics Building, Brigham Young University, 1986-1990. Coordinator of Computer Facilities and Services, Audiology and Speech- Language Pathology Area, Department of Educational Psychology, Brigham Young University, 1985-present. Graduate Faculty (Full Member), College of Education, Brigham Young University, 1984-present. Member of the Undergraduate Advisory Committee, Department of Communication, University of Utah. 1981-1982. Member of Clinic Advisory Committee, Division of Speech-Language Pathology and Audiology, University of Utah. 1981-1982. Member of University of Utah Printing Policy Advisory Committee. 1981-1982. Computer Literacy/Acquisitions Committee (Committee Chairman), Department of Communications, University of Utah. 1980-1982. Curriculum Committee Chairman, Division of Speech-Language Pathology and Audiology, University of Utah. 1980-1981. Committee on Library Acquisitions (Committee member Department of Communication, Division of Speech Language Pathology and Audiology, University of Utah. 1979-1981.

Continuing Education:

XXIV International Congress of Audiology (August-September, 1998), Buenos Aires, Argentina.

International Audiology and Phoniatrics Course (August 1998), Quito, Ecuador. 126

American Academy of Audiology National Convention (April 1998). Los Angeles, CA.

American Academy of Audiology National Convention (April 1997). Ft. Lauderdale, FL.

External Ear Canal Examination and Cerumen Management, ASHA, Boston, MA (November 22, 1997).

American Academy of Audiology National Convention (April 1996). Salt Lake City, UT.

ProHear Audiological Software Conference, Starkey Laboratories (December, 1996). Eden Prairie, MN.

New Dimension in Diagnostic and Prescriptive Fitting course (24 February 1994). Tuscon, AZ.

Attended and presented peer reviewed papers at eight of the past 12 national conventions of the American Speech-Language-Hearing Association.

Neurometrics and Brainmapping Workshop (26-27 June 1992). Lake Tahoe, NV.

Mayo Audiology Symposium (March 7, 1992). Host Site Coordinator.

ICS Medical Corporation Educational Services training course in Test Administration, Test Interpretation and Diagnosis using Electronystagmography (March, 1991). San Diego, CA.

Listening in Classrooms: Room Acoustics and Amplification (1990). A special project supported by the US Department of Education-Office of Special Education, Utah State University, Logan, UT.

International Electrocochleography (ECoG) Seminar and Workshop (February 5-7, 1989). Denver, Colorado.

Course Director Certification Conference for the Council for Accreditation in Occupational Hearing Conservation (CAOHC) (1989).

Presented at nine CAOHC certified industrial audiometric technicians training courses.

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Consulting:

1994-1997 Industrial audiological consultant to Liberty Safe, Springville, Utah. Industrial audiometric evaluations. 1994 Consultant (gratis) to Provo Police Department (Lt. Dave Bolda), Provo, Utah. Evaluation of telephone touch-tone signals involving a drug distribution case. 1993-1994 Consultant/expert witness to Craig L. Kelly (Inserra Law Offices), Attorney at Law, regarding lawsuit arising from automobile-railroad accident. Jerald Allen Krejci v. Burlington Northern Railroad Company, Omaha, NE. 1992 & 1993 Consultant to Donald Dirks, Ph.D., University of California- Los Angeles. Real time spectral analysis using Larson•Davis model 3200 real time spectrum analyzer. 1992 Consultant to Provo Police Department, Provo, Utah. Spectrographic analysis and digital signal processing and analysis of tape recorded evidence in two criminal cases involving sexual assault and obscene phone calls. 1990-1991 Consultant/expert witness to Steven Behunin, Utah Center for Reading Excellence, regarding possible patent infringement of reading assistance tapes, Provo, UT. 1989-1990 Consultant/expert witness to Roger Hoole, Attorney at Law, regarding lawsuit arising from automobile-railroad accident. Gordon White, et al. v. Union Pacific Railroad Company, Springville, UT. Case settled out of court. 1987 Consultant/expert witness with Robert H. Brey, Ph.D. to John Frentheway, Attorney at Law, regarding lawsuit arising from noise damage sustained by a railroad engineer. Jim Ley v. Burlington Northern Railroad, Cheyenne, WY. Case settled out of court. 1984 Consultant/expert witness with Robert H. Brey to Robert DeBry, Attorney at Law, regarding lawsuit arising from auto- train accident in Springville, UT. Robert L. Gleave v. Denver & Rio Grande Western Railroad Company, et al. (case # 62912- District Court of the Fourth Judicial District, County of Utah, State of Utah. 1983-present Audiological consultant to: Robert J. Petersen, M.D., Provo, Utah. 1983-1985 Audiological consultant to: Utah Valley Hospital, Provo, Utah. I assisted in the development of their audiology department.

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1983 Consultant/expert witness with Robert H. Brey to M. Dayle Jeffs, Attorney at Law, regarding law suit against the Sheriff and Deputies at the Monticello Jail. Jane Doe v. Walker case, San Juan County, et al., Monticello, Utah. Case settled out of court. 1980-81 Audiological consultant to Utah State Division of Health, Department of Speech Pathology and Audiology (hearing screening of children of migrant farm workers).

Other Professional Achievements, Awards, & Recognitions

Outstanding Member Contribution to USHA Award: In Audiology for the development of the digital hearing aid (USHA, 2000).

Blue Key/BYUSA Recognition of Excellence (1994).

Certified Course Director (#929), Council for Accreditation in Occupational Hearing Conservation (CAOHC).

Elected to the academic honor society Phi Kappa Phi.

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David L. McPherson

David L. McPherson, Ph.D.

Date and Place of Birth October 6, 1945, Pasadena, California

Education Brigham Young University, Provo, Utah, B.S. (honors) 1964-1967

George Washington University, Washington, D.C., M.A. 1967-1969 Thesis: A study of impedance in the plane of the eardrum and its relationship to middle ear pathology in children.

University of Washington, Seattle, Washington, Ph.D. 1969-1972 Thesis: The effects of choline salicylate on the a.c. cochlear potential in guinea pigs. Mentor: Josef Miller, Ph.D.

Post Doctoral Fellowship University of California, Los Angeles, Los Angeles, California 1972-1973 Research: Quantitative analysis of cochlear potentials and eighth nerve potentials in the guinea pig. Mentor: Vicente Honrubia, M.D.

Honors and Awards Society for Sigma Xi, California Institute of Technology, 1988. The Honor Society of Phi Kappa Phi, Brigham Young University, 1995. American Academy of Audiology, Student Research Forum Award (Mentor Award for Outstanding Student Research), 1997.

Liscensure and Certification California Board of Medical Quality Assurance Audiology (AU 460), 1978. Speech Pathology (SP 3399), 1978. 130

California Children Services Program, Department of Health Panel, Speech Pathology, 1980. American Speech and Hearing Association Certificate of Clinical Competence, Audiology, 1971. Certificate of Clinical Competence, Speech Pathology, 1976. Council for Accreditation in Occupational Hearing Conservation Instructor Certificate, 1976. State of Utah Department of Commerce Division of Occupational and Professional Licensing Audiology (0050337030), 1992. Speech Pathology (0050337030), 1992.

University Appointments University of Washington, Seattle, Washington, Assistant Professor, Department of Otolaryngology, July 1973-June 1975. Yale University, New Haven, Connecticut, Assistant Professor (Clinical), Department of Surgery (Otolaryngology), July 1975-June 1976. Rochester Institute of Technology, Rochester, New York, Chairman, Department of Audiology, July 1976-September 1978. University of California Irvine, Irvine, California, Assistant Clinical Professor, Department of Pediatrics, May 1980-1983. University of California Irvine, Irvine, California, Associate Professor-in-Residence, Departments of Neurology and Pediatrics, July 1983-1991. University of California Irvine, Irvine, California, Clinical Professor (volunteer faculty), Department of Neurology and Pediatrics, September 1991-Present. University of Southern Mississippi, Professor, Graduate Faculty, Doctoral Directive, February 1995- 1996. Brigham Young University, Provo, Utah, Professor, Department of Educational Psychology (Program in Audiology and Speech-Language Pathology), September 1991-Present.

Administrative Appointments Director, New Haven Hearing and Speech Center, New Haven, Connecticut, July 1975-June 1976.

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Chairman, Department of Audiology, Rochester Institute of Technology, Rochester, New York, July 1976-September 1978. Director of Pediatric Neurodiagnostics Laboratory, University of California, Department of Neurology, July 1983-1991. Associate Director, Neurodiagnostics Laboratory, University of California, Department of Neurology, January 1987-1991. Chair, Department of Audiology and Speech-Language Pathology, Brigham Young University, Provo, Utah, 1998-present.

Hospital Appointments Children's Hospital of the District of Columbia, Washington, D.C., Audiology and Speech Pathology, June 1969-August 1969. Veterans Administration Hospital, Seattle Washington, Audiology and Speech Pathology, September 1969-August 1972. University Hospital, University of Washington, Seattle, Washington, Department Otolaryngology, July 1973-June 1975. Martin Luther Hospital (Pediatrics), Anaheim, California, May 1983-1992. Fountain Valley Regional Hospital (Pediatrics), Fountain Valley, California, September 1983-1995. Long Beach Community Hospital (Pediatrics), Long Beach, California, October 1987-1992. Children's Hospital of Orange County (Pediatric Neurology), Orange, California, March 1988-1991. University of California Irvine Medical Center, Orange, California, May 1980- present. Utah Vally Regional Hospital and Medical Center (Audiololgy and Neonatology), 1998-present.

Allied Health Sciences Education Programs (University of California, Irvine) Coordinator, California State University, San Diego, Communicative Disorders Program, 1982-1991 Coordinator, California State University, Long Beach, Communicative Disorders Program, 1984-1991

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Visiting Professor University of Goteborg, Gotebog, Sweden, February 1975-March 1975. University of Heidelberg, Research Center for Applied Linguistics, Heidelberg, Federal Republic of Germany, May 1978. Leningrad State University, Department of Higher Nervous Systems, Leningrad, U.S.S.R., (University of California Exchange Faculty), May 1990.

National Service Consultant, Commission for the Deaf, State of Connecticut, 1975. Consultant, John F. Kennedy Medical Center, Edison, New Jersey, 1977-1978. Consultant, Ear Research Institute, Los Angeles, California, September 1978- February 1979. Member, Orange County Audiology Task Force, Orange County Department of Education, Santa Ana, California, September 1978-December 1981. Member, Academy of Rehabilitation Committee on Educational Models and Continuing Education, 1978-1981. Organizer and Chairman, International Workshop on Advances in Prosthetic Devices for the Deaf, National Technical Institute for the Deaf, Rochester, New York, August 1978. Member, Patient Care Evaluation Committee, Program Development Committee, Stroke Evaluation and Treatment Ad Hoc Committee, St. Jude Hospital and Reha- bilitation Center, Fullerton, California, October 1979-May 1981. President, Children's Hear-More Institute, Newport Beach, 1980 and 1981. Member, Professional Advisory Group, Communicative Disorders Department, California State University, Long Beach, California, September 1980-1991. Consultant, Assembly Bill 1022 Newborn Hearing Committee, California Children's Services, Department of Health Services, State of California, 1982-1983. Member, Committee on Research and Graduate Education, Communicative Disorders Department, California State University, Long Beach, California, September 1982-1991. Chair, Section on Physiological Acoustics II: Measurement of the Ear; Evoked Potentials, Acoustical Society of America (106th meeting), November 1983.

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Chair, Section on Evoked Potentials, International Congress of Audiology (17th meeting), August 1984. Member, Professional Advisory Committee, Regional Center of Orange County, 1983-1991. Chair, Section on Physiological Acoustics, Acoustical Society of America (112th meeting), December 1986. Member, Organizing Committee, Acoustical Society of America (112th meeting), December 1986. Member, Interdisciplinary Practice Committee (IDPC), Children's Hospital of Orange County, 1988-1991. Member, Organizing Committee, Acoustical Society of America (123rd meeting), May 1992. President, Thirteenth Annual Meeting of the International Evoked Response Audiometry Study Group, 1993. Organizing Committee, Modern Problems of Physiology and Pathology of Hearing, Moscow, October 11-16, 1993. Council Member (Membership Chair), International Evoked Response Audiometry Study Group, 1993-present. Member, Organizing Committee (Slide Committee), Association for Research in Otolaryngology, 1994-1997. Member, European Concerted Action of Otoacoustic Emissions, The European Community Biomedical and Health Research Programme (BIOMED), Commission of the European Communities, 1994-present. Member, Early Identification of Deafness in Children in Countries of Central and Eastern Europe, 1996-present. Member, Medical Mission to Vietnam, American Academy of Pediatrics (Division IV), 1999-present.

Brigham Young University Service Faculty Advisor, National Student Speech-Language-Hearing Association, 1992- 1995. Book of Mormon (Rel A 121 and Rel A 122) [volunteer faculty with no reduction in teaching load], Fall 1992, Winter 1993. 134

Doctrine and Convenants Faculty Seminar, Spring 1993 (volunteer with no reduction in teaching load). Chair, College of Education Faculty Development Committee, 1993-1994. Member, College of Education Teacher Education Committee, 1993-1995.

Brigham Young University Conferences, Workshops and Colloquiums McPherson, D. "...Trust No One to Be Your Teacher... Teaching at B.Y.U.: A Sacred Trust." Approaching a School in Zion (conference), College of Religious Education, College of Education and the Moral Character and Agency Education Research Group, March, 1993

University of California Irvine Service Member, Pediatric Medical Group Executive Committee, May 1980-1991. Consultant, Pediatric Pulmonary Training Center, Department of Health and Human Services, Maternal and Child Health, April 1980 -June 1982. Reviewer, Education Abroad Program, 1982. Interviewer, Pediatric Residency Program, September 1982-1991. Member, Medical School Admissions Committee (Interviewer), September 1983- present. Member, Pediatric Research Committee, 1983-1991. Member, Affirmative Action Committee, Academic Senate, Irvine Division, 1987. Member, Committee on Administration and Finance, College of Medicine, July 1987-June 1990. Member, Committee on Allied Health, College of Medicine, July 1987-1991. Chair, Committee on Allied Health, College of Medicine, July 1988-1991. Member, Executive Committee of the Faculty, College of Medicine, July 1988- 1991. Member, Medical School Admissions Committee, College of Medicine, July 1988- 1991. Representative, Academic Senate, University of California, Irvine, September 1989- 1991. Member, Committee on Facilities and Planning, College of Medicine, July 1990- 1991. 135

Editorial Boards and Reviews Associate Editor, Journal of Rehabilitative Audiology, June 1977 -May 1980. Reviewer, ASHA (Journal of American Speech and Hearing Association), 1977- 1978. Reviewer, Pediatric Research, 1981-1983. Reviewer, Science, 1983. Reviewer, Neurosurgery, 1985. Reviewer, Electroencephalography and Clinical Neurophysiology, 1989-present. Reviewer, American Journal of Obstetrics and Gynecology, 1990-present. Reviewer, Acoustical Society of American, 1992-present. Reviewer, Ear and Hearing, 1992-present. Reviewer, IEEE Transactions on Biomedical Engineering, 1992-1996. Editorial Board, Otology-Neurotology, 1994-present.

Professional Societies (alphabetical) Academy of Rehabilitative Audiology Acoustical Society of America American Academy of Audiology (Fellow) American Academy of Otolaryngology (Associate Fellow) American Association for the Advancement of Science American Speech and Hearing Association Association for Research in Otolaryngology Deafness Research Foundation International Evoked Response Study Group International Society of Audiology New York Academy of Sciences Society for Sigma Xi, California Institute of TechnologyAmerican Auditory Society Western Society for Pediatric Research

Research and Training Support (extramural) Co-Investigator, Experimental Aural Barotrauma, Office of Naval Research, January 1973-June 1976. Principal Investigator, Computerization of Auditory Brainstem Potentials, March of Dimes Birth Foundation, January 1982-December 1982 (non-renewable). Administrator, Department of Rehabilitation Training Grant, State of California, September 1981-December 1982.

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Principal Investigator, Clinical Evoked Potentials in High Risk Preterm Infants, March of Dimes Birth Defects Foundation, October 1980-1985. Co-Investigator, Auditory Evoked Brain Potentials in Neurological Disease, National Institutes of Health, September 1987-1991. Co-Investigator, Non-Invasive Measures of Neonatal Neurological Functioning, Orange County Perinatal Research Foundation, 1989-1991. Principle Investigator, Auditory Integration Training. U.S. West, 1996.

INSTITUTIONAL RESEARCH SUPPORT Principal Investigator, The Processing of Binaural Hearing and Image Lateralization in Attention Deficit Disordered School Age Children. College of Education, Brigham Young University, 1991-1992, renewed 1992-1993. Principal Investigator, Phonemic Discrimination in Normal Infants and Infants fitted with a Vibrotactile Aid: Behavioral and Electrophysiological Measures. College of Education, Brigham Young University, 1992-1993. Principal Investigator, Outer Hair Cell Development in Preterm Infants at Risk for Hearing Deficits. College of Education, Brigham Young University and Neonatal Research Division, Utah Valley Regional Medical Center, 1993-1994. Principal Investigator, Hearing, Learning and Brain Function. College of Education, Brigham Young University, 1994-1995. Principal Investigator, Hearing, Learning and Brain Function. College of Education, Brigham Young University, 1995-1996. Principal Investigator, Measurement of Cochlear Distortion Produced by Inner and Outer Hair Cells in the Human. David O, McKay School of Education, 1997-1998. Principal Investigator, Dispersion of Single Trial Evoked Whole Nerve Action Potentials in Humans. David O, McKay School of Education, 1998-1999.

Graduate Student Dissertation and Thesis Responsibility Lamkin, Roland, M.D., M.S. (1975) Electrophysiological and morphological findings in experimental aural barotrauma. Department of Physiology and Biophysics, University of Washington, Seattle, Washington.

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Thompson, Diane, M.S. (1975) Quantification of threshold latency parameters of the acoustic reflex in humans. Thesis, Department of Speech and Hearing, University of Washington, Seattle, Washington. Rzapnick, Adrienne, M.S. (1982) Cry intervals and duration in normal and neurologically impaired neonates. Thesis, Department of Communication Disorders, California State University San Diego, San Diego, California. Clark, Noloa, M.A. (1983) The use of auditory brainstem responses in hearing aid evaluations. Thesis, Department of Communicative Disorders, California State University Long Beach, Long Beach, California. Tures, Cathleen, M.A. (1985) Binaural interaction component in auditory evoked potentials of human adults, term infants, and preterm infants. Thesis, Department of Communicative Disorders, California State University Long Beach, Long Beach, California. Grady, Lisa, M.A. (1987) Genetic and reproductive counseling needs in the deaf community. Thesis, Department of Pediatrics, Graduate Program in Genetic Counseling, University of California, Irvine (CCM). Linden, Micheal, Ph.D. (1998) Auditory event related potential evaluation of subgroups of hyperactive children to assess underlying arousal level. Thesis, California School of Professional Psychology. Davies, Kimberli, M.A. (1992-1993) Binaural interaction in school age children with attention deficit and hyperactive disorder. Thesis, Department of Audiology and Speech-Language Pathology, Brigham Young University. Snow, Stephanie, M.A. (1993-1994) Cognitive evoked potentials in school age children with attention deficit disorders and hyperactive. Thesis, Department of Audiology and Speech-Language Pathology, Brigham Young University. Walker, Cynthia, M.A. (1993) ìN200 and P300 cognitive auditory evoked potentials from native Japanese listeners differentiating the English monosyllables /ra/ and /la/. Thesis, Department of Audiology and Speech-Language Pathology, Brigham Young University. Blair, Nancy, M.A. (1995) Hair Cell Maturation in Neonates. Thesis, Department of Audiology and Speech-Language Pathology, Brigham Young University. Douglas, Henry M., M.A. (1993-1995) ìAuditory brainstem evoked potentials in rats nutritionally depraved rats.î Thesis, Nutrition, Brigham Young University. Jenkins, Paul, Ph.D. (1995) Arousal from sleep in chronic bed-wetters.î Psychology, Brigham Young University. 138

Reshetar, Laurel D., M.A. (1995) Auditory Event-Related Potentials in Children with Language Impairment. Thesis, Department of Audiology and Speech- Language Pathology, Brigham Young University. Kelly, Sariah P., M.A. (1996) Simulation of Hearing Loss. Thesis, Department of Audiology and Speech-Language Pathology, Brigham Young University. Andrews, Seth M., M.A. (1996) Mismatch Negativity in the McGurk Effect. Thesis, Department of Audiology and Speech-Language Pathology, Brigham Young University. Salamat, Mimi T., Ph.D. (1996) Variable ISI, RT, and auditory P300 with ACPT Paradigm. Thesis, Graduate School, University of Southern Mississippi. (Dr. McPherson was appointed Professor and directed her dissertation. Dr. Salamat completed her research in Dr. McPherson’s laboratory at Brigham Young University). Hall, Marsha, M.A. (1996) Auditory P300 in an ACPT Paradigm in ADHD Adults. Thesis, Department of Audiology and Speech-Language Pathology, Brigham Young University. Michaelis, Julie, M.A. (1997) Distortion Products in Electrocochleography and Otoacoustic Emissions. Thesis, Department of Audiology and Speech-Language Pathology, Brigham Young University. Canfield, Paige, M.A. (1997) Distortion Product Otoacoustic Emissions and Brainstem Auditory Evoked Potentials. Thesis, Department of Audiology and Speech-Language Pathology, Brigham Young University, Dorius, Tanya, M.F.A. (1997) The Effects of Contrasting Music on EEG Measures of University Freshman. Thesis, Department of Music, Brigham Young University. Rasmussen, Amanda. (1997) Scalp Distribution of Sensory Gating. Thesis, Department of Audiology and Speech-Brigham Young University. Hersman, Dawn. (1997) Input-Output Function for Frequency Specific Brainstem Auditory Evoked Potentials. Thesis, Department of Audiology and Speech- Language Pathology, Brigham Young University. Cahill, Eric. (1998) Sensory Gating in an ADHD Population. Thesis, Department of Audiology and Speech-Language Pathology, Brigham Young University. Goodman, Shawn. (1998) An Effective Protocol for the Sleeping Baby Hearing Test. Thesis, Department of Audiology and Speech-Language Pathology, Brigham Young university. 139

Sanford, Chris. (1999) Effects of Contralateral, Ipsilateral, and Binaural Acoustic Stimulation on Transient Evoked Otoacoustic Emissions in an ADHD Population. Thesis, Department of Audiology and Speech-Language Pathology, Brigham Young University. Baird, Robert. (2000) Optokinetic Response to 20, 40, 60, 80, and 100 DEG/S Full Visual Field Drum and Sphere Stimulation. Thesis, Department of Audiology and Speech-Language Pathology, Brigham Young University. Johnson, Heather. (2000) Speech Perception in a Subject with Auditory Neuropathy. Thesis, Department of Audiology and Speech-Language Pathology, Brigham Young University. Nielson, Kate. (2000) Effects of contralateral, ipsilateral, and binaural acoustic stimulation on transient evoked otoacoustic emissions in an aging population. Thesis, Department of Audiology and Speech-Language Pathology, Brigham Young University.

Post Graduate Students, Fellows, and Residents Roland Lamkin, M.D., M.S., Department of Otolaryngology, University of Washington, "Electrophysiological and morphological findings in experimental aural barotrauma," 1975 (Graduate Student). Bharati Ghosh, M.D. Fellow, Department of Pediatrics, Texas University Health Center, Lubbock, Texas. "Visual evoked potentials in neonates," 1981 (Re- search Fellow). Robert Owsley, M.A., Pre-Doctoral Student, Department of Speech and Hearing Sciences, University of Washington, Seattle, Washington. "Electroacoustic impedance measures in normal and high risk pre-term neonates," 1981 (Post Graduate Student). Yoshiaki Hirasugi, M.D., Assistant Professor, Department of Otolaryngology, Kyoto Prefectural University of Medicine, Kyoto, Japan. "Scalp distribution of the auditory brainstem evoked potentials in newborns and adults," 1981-1982 (Research Fellow). Mary Thomas, M.A., Audiologist, Children's Hospital of Los Angeles, Los Angeles, California. "Auditory brainstem response to tone pips as a function of age in infants", 1982 (Graduate Student). Arthur Strauss, M.D. Resident, Department of Pediatrics, University of California, Irvine. "Brainstem evoked responses in neonates," April 1982 (Resident elective). 140

Lance Montgomery, B.S., Medical Student, University of California, Irvine. "Electrophysiology of surface and depth somatosensory recordings in the spinal cord of the rabbit," September 1982-1983 (Post Graduate Research Student). David Habib, M.D. Resident (PL-1), Department of Pediatrics, University of California, Irvine (Faculty advisor), 1983. Doug Darlin, B.S., University of California, Irvine. "Cortical distribution of the somatosensory evoked potential in term infants," 1984 (Post Graduate Student). Jennifer Williams, B.S., Department of Communicative Disorders, California State University Long Beach, Long Beach, California. "Binaural auditory processing in normal and attention deficit disordered children: An electrophysiological and psychoacoustical study," 1984 (Graduate Student). David Scott, M.D., Resident (PL-3), Department of Pediatrics, University of California, Irvine. "Computers in Medicine." November-December 1985, (Resident elective). Harvey Licht, M.D. (PG-3) Department of Neurology, University of California, Irvine. "Electrophysiological and neurobehavioral function in Pediatric Neurology: Tests and interpretation." 1985 (Resident Elective). Daniel Fisher, M.D., Resident (PL-2), Department of Pediatrics, University of California, Irvine. "Computers in Medicine." January 1987, (Resident elective). Napoleon Lee, M.D., Resident (PL-3), Department of Pediatrics, University of California, Irvine. "Computers in Medicine." April-May 1987, (Resident elective). Sylvia Diaz-Hall "Vestibular function in term infants: Correlates of auditory and vestibule evoked responses." Professor, University of El Salvador Medical School, 1988. Thomas J. Jantos "Cognitive evoked potentials during segmented phonemic discrimination tasks." January-June 1990, (Post-Graduate Student, University of California, Irvine). Sidney Parent (Ph.D. candidate) “Cognition function in ESL individuals.” Instructional Science, Brigham Young University, 1993-1995. Andrej Senderski, M.D. (Ph.D. candidate, Poland) “Scalp Distribution of the N400 to Semantic Differences in Young Adults.” Institute of Physiology and Pathology of Hearing (Post-Doctoral Fellow), 1998-1999. Abdel Kabel, M.D. (Ph.D. candidate, Egypt) “Neurophysiological Correlates of Memory using the MMM in Young College Age Adults.” (Post-Doctoral Fellow), 2000-present. 141

Undergraduate Students Christy Morris, University of California, Irvine. "Auditory brainstem responses in infants of drug addicted mothers," 1981-1982 (Biological Sciences Student). Jeffrey D. Olsen, University of California, Irvine. "Event related potentials of the central visual pathway to three types of visual stimuli," 1984-1985 (Biological Sciences Student). David P. Wellis, University of California, Irvine. "Increased intracranial pressure effects on the auditory evoked response in the hydrocephalic rabbit," 1984- 1985 (Biological Sciences Student). Jeanette Rosenthal, University of California, Irvine. "Scalp distribution of the binaural interaction component in adults and infants: Generators and sources," 1985, 1986 (Biological Sciences Student). Ben Thompson, University of California Irvine. "Brain mapping of the auditory evoked potential in infants: The contribution of isopotential contours to the study of brain function," 1985-1987 (Biological Sciences Student). Charles Pinkston, University of California, Irvine. "Binaural interaction in early, middle and long latency auditory event related potentials," 1987-1988 (Biological Sciences Student). Adam Sowa, Brigham Young University. "Three channel lissajous tracings (3CLT) in adults and term infants to auditory stimulation: Ontogenetic and gender considerations, " January-June 1990 (Undergraduate research experience). Phong U. Tran, University of California, Irvine. "Auditory evoked potentials and three channel lissajous tracings (3CLT) in drug addicted infants," March 1990- present (Biological Sciences Student). Hitesh Movalia, University of California, Irvine. "Auditory evoked potentials and dipole source localization in infants and adults," March 1990-present (Biological Sciences Student). Thao H. Tran, University of California, Irvine. "Topographical analysis of brain electrical activity in the term infant," March 1990-present (Biological Sciences Student). Jeremy Johnson, Brigham Young University. "Psychological and neurophysiologic events in free-field localization tasks," January 1992-present (Pre- Medical Student).

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Nancy Blair, Brigham Young University. "Otoacoustic emission during temporary threshold shift in normal hearing young adults," September 1992-April 1993 (URT program). Russell Osguthorpe, Brigham Young University. "Otoacoustic emissions during the first 24 hours of life," April 1993-present (Pre-Medical Student). Cliff Stratton, Brigham Young University. "Middle-Latency Auditory Evoked Potentials during the first 24 hours of life," April 1993-present (Pre-Medical Student). Sariah Kelly, Brigham Young University. “The effects of chronic otitis media on ADHD in an elementary school age population,” September 1993-April 1994 (Undergraduate Research Trainee program). Amanda Rasmussen, Brigham Young University. “Development of the Crossed Olivary-Cochlear Bundle on the Cochlear Potentials in Neonates,” 1994- 1995 (ORCA Undergraduate Research, Honors in Research). Julie Michaelis, “Distortion Products in Electrocochleography and Otoacoustic Emissions,” Brigham Young University, 1995 (Undergraduate Research Trainee program gram). Paul McPherson, “Single Trial Analysis of Auditory Evoked Potentials,” Brigham Young University, 1995 (ORCA Undergraduate Research, Honors in Research). Jillyn Coleman, “Auditory Gating in Young Adults,” Brigham Young University, 1996 (Undergraduate Research Trainee program). Stefani Lee, “Dispersion of Auditory Nerve Potentials in Humans,” Brigham Young University, 1996 (Undergraduate Research Trainee program). Heather Moore, “Sensory Gating in the Auditory System,” Brigham Young University, 1997 (Undergraduate Research Trainee program). Emily Chapman, “The Mismatch Negativity in the Categorization of Speech Sounds,” Brigham Young University, 1999 (ORCA Undergraduate Research, Honors Thesis). Mandi Kimball, Brigham Young University, 2000-2001 (ORCA Undergraduate Research) Scholarship).

Courses of Instruction Introduction to Audiology, University of Washington, 1972.

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Introduction to Audiology, California State University, Long Beach, 1979. Graduate Seminar in Electrophysiological Measures of Hearing and Balance, California State University, Long Beach, 1980. Graduate Seminar in Aural Rehabilitation, California State University, Long Beach, 1984. Hearing Tests and Measurements (ASLP 438), Brigham Young University, 1991- present. Electrophysiological Testing I (ASLP 617), Brigham Young University, 1991- present. Pediatric Audiology (ASLP 434), Brigham Young University, 1992-present. Electrophysiological Testing II (ASLP 618), Brigham Young University, 1991- present. Book of Mormon I (Rel 121), Brigham Young University, 1992-present. Book of Mormon II (Rel 122), Brigham Young University, 1993-present. Seminar in Audiology (ASLP 690R), Central Auditory Processing Disorders in Children, Brigham Young University, Spring 1993. Psychoacoustics (ASLP 544), Brigham Young University, 1992-present. Acoustic Impedance Measures (ASLP 616), Brigham Young University, 2000- present. Otoacoustic Emissions (ASLP 619), Brigham Young University, 1999-present.

National Lectures by Invitation Connecticut State Medical Society, Hartford, Connecticut, "Impedance measurements in young children," October 1975. New England Otolaryngological Society, Boston, Massachusetts, "Audiological decision making as an adjunct to medical diagnosis in auditory disorders," May 1976. Massachusetts Speech and Hearing Association, Boston, Massachusetts, "Auditory evoked potentials in clinical audiology," May 1976. National Technical Institute for the Deaf, Rochester, New York, "Physiological indices of auditory discrimination," May 1977.

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Otology-Audiology Workshop, Vail, Colorado, "Auditory-vestibular interaction in deaf students," March 1979. Brigham Young University, Provo, Utah, "Auditory evoked potential testing", February 23, 1981. Utah Audiological Society, Salt Lake City, Utah, "Early amplification in infants", February 25, 1981. March of Dimes Birth Defects Foundation National Conference, Anaheim, Califor- nia, "Sensory evoked potentials in high risk preterm infants, May 6, 1981. University of Rochester, Rochester, New York, "Visual and auditory evoked potentials in infants and young children," July 15, 1981. March of Dimes Birth Defects Foundation and Infant Psychiatry Research and Education Foundation, Fourth Annual Symposium on Vulnerable Babies, Newport Beach, California, "Communication problems in infancy and early childhood", November 1981. Evoked Potential Workshop, Department of Neurology, University of California Irvine, "Auditory evaluation in the newborn," January 1982. Golden West College, Santa Ana, California, "The hearing impaired infant," March 6, 1982. National March of Dimes Birth Defects Foundation Conference on Preventing Birth Defects Through Research, Newport Beach, California, "Sensory evoked potentials in high risk infants," February 1982. Utah Audiological Society, Salt Lake City, Utah, "Acoustically induced nystagmus," February 1982. Veterans Administration, Symposium on Current Topics in Audiology, Irvine, California, "ABR in the selection and fitting of hearing aids," August 1984. Evoked Potential Workshop, Department of Neurology, University of California Irvine, "Auditory evaluation in the newborn," January 1985. Evoked Potential and Electrodiagnostic Workshop, Department of Neurology, University of California Irvine, "Auditory Evoked Potentials: Audiological Applications," January 1986. Department of Communicative Disorders, University of Utah, "Principles and theory of binaural processing: Psychoacoustic and neurophysiologic correlates," November 1986.

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Evoked Potential and Electrodiagnostic Workshop, Department of Neurology, University of California Irvine, "Auditory Evoked Potentials: Audiological Applications," January 1987. Orange County Neonatal Consortium, "Auditory evoked potentials in the high risk premature infant," April 1988. American Academy of Pediatrics, Fetus and Newborn Committee, “Seminar in NIH recommendations for universal screening for Infant Hearing Impairment,” April 14, 1994.

International Lectures by Invitation International Society for Neurochemistry, Barcelona, Spain, "The use of ototoxic agents as a means of examining hair cell synaptic function," September, 1975. University of Milan, Milan, Italy, "Eighth nerve action potentials and cochlear microphonic recordings outside the cochlea," October 1975. International Symposium on Technical Achievements in Speech and Hearing Educa- tion for the Hearing Impaired, Erlangen, Federal Republic of Germany, "A physiological model for auditory training and oral communication," October 1976. International Hearing Aid Symposium, San Diego, California, "Auditory evoked response measurements in deaf infants: Decisions for amplification selection," March 1981. International Hearing Aid Symposium, San Diego, California, "Auditory evoked response measurements in deaf infants: Decisions for amplification selection," March 1982. International Hearing Aid Symposium, San Diego, California, Amplification selection procedures for deaf infants in the first six months of life," March 1983. Leningrad State University, U.S.S.R. "Brain asymmetry of auditory cortex: Sources and ontogenetics," May 1990. Visiting Lecturer, “Higher order brain processing of auditory information in infants and young children”, Hospital Edouard Herriot, Lyon France, October 18-21, 1993. Visiting Lecturer, “Identification and Diagnosis of Sensorineural Hearing Loss.” Medical School Ho Chi Minh City. Ho Chi Minh City, Vietnam, October 1988. Visiting Lecturer, “Hearing Aid and Cochlear Implant Selection Critera. Medical School Ho Chi Minh City. Ho Chi Minh City, Vietnam, October 1988.

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Visiting Lecturer, “Identification and Diagnosis of Sensorineural Hearing Loss.” National ENT Institute, Siagon, Vietnam, October 1988 Visiting Lecturer, “Identification and Diagnosis of Sensorineural Hearing Loss.” National ENT Institute, Siagon, Vietnam, October 1988 Visiting Lecturer, “Audiological Diagnosis in Central Hearing and Speech Disorders.” Institute of Phsyiology and Pathology of Hearing. Warsaw, Poland, October 1988 Audiology and Logopedics. Institute of Phsyiology and Pathology of Hearing.” Warsaw, Poland, October 1988. British Society of Audiology, Keynote Speaker, “Ontogeny of Cochlear Potentials”, September, 1998. Visiting Lecturer, “Incidence of Hearing Loss in Vietnamese Children: A Study at Thanh hoa Province.” National Institute of Pediatrics, Hanoi, November 2000. Visiting Lecturer, “Audiological Findings in Acoustic Neuroma.” Saigon Medical School, November 2000.

Publications 1. Burke, Herer G, McPherson D. (1970) Middle ear impedance measurements: Acoustical and electroacoustical comparison. Acta Otolaryngol 70:20-34. 2. McPherson D. (1971) Impedance Audiometry. Arch Otolaryngol 93:338-340. 3. McPherson D. (1973) Binaural summation as a function of the level of masking noise in the normal hearing listener. J Aud Res 13(4):381-384. 4. McPherson D, Miller J. (1974) Choline salicylate: Effects on cochlear function. Arch Otolaryngol 99:304-308. 5. Hallen O, McPherson D, Axelsson A, Miller J. (1974) Acute electrophysiological and morphological effects of mechanical trauma in the guinea pig cochlea. Acta Otolaryngol 78:162-172. 6. Hallen O, McPherson D, Axelsson A, Miller J. (1974) Long-term morphological and electrophysiological effects of small mechanical lesions in the guinea pig cochlea. Acta Otolaryngol 78:309-320. 7. Lamkin R, McPherson D. (1975) Inhalation anesthesia for the acute guinea pig experiment. Arch Otolaryngol 101:138:189. 147

8. McPherson D. (1975) Loudness and brightness: A study on cross modality matching. J Aud Res 15, 65-72. 9. McPherson D, Miller J, Axelsson A. (1976) Middle ear pressure: Effects on auditory periphery. J Acous Soc Am 53:135-142. 10. Lamkin R, Axelsson A, McPherson D, Miller J. (1976) Experimental aural barotrauma: Electrophysiological and morphological findings. Acta Otolaryngol (suppl). 11. Axelsson A, Hallen O, Miller J, McPherson D. (1977) Experimentally induced round window membrane lesions. Acta Otolaryngol 84:1-11. 12. Gauger J, McPherson D. (1978) A support system for hearing aid evaluations. J Acad Rehab Aud 11(2):66-90. 13. McPherson D, Thompson D. (1978) Quantification of the threshold and latency parameters of the acoustic reflex in humans. Acta Otolaryngol (suppl). 14. Miller J, Axelsson A, McPherson D, Potter W. (1981) Mechanisms of aural barotrauma. Underwater Physiol VII. 15. McPherson D, Clark N. (November, 1983) ABR in hearing aid utilization: Simulated deafness. Hearing Instruments, pp 12-15. 16. McPherson D, Blanks J, Foltz E. (1984) Intracranial pressure effects on auditory evoked responses in the rabbit. Neurosurgery, 14,2, pp 161-166. 17. McPherson D, Ghosh B, Huxtable R.F. (1984) Visual evoked potential in the newborn. J Perinatal Res, IV, 4, pp 2-12. 18. McPherson D, Hirasugi Y, Starr A. (1985) Auditory brain stem potentials recorded at different scalp locations in neonates and adults. Ann Otolaryngol, 94,3, pp 236-243. 19. McPherson D, Amlie R, Foltz E. (1985) Auditory brainstem responses in infant hydrocephalus. Childs Nervous System, 1, pp 70-76. 20. Blanks J, McPherson D, Foltz E. (1985) Acute negative intracranial pressure effects on the auditory evoked response in rabbit. Neurosurgery, 17, pp 6- 19. 21. McPherson D, Olsen J. (1986) Event related potentials of the central visual pathway to three types of visual stimuli. J West Soc Electro Tech., 26, 1, pp 16-14. 22. Lott I, McPherson D, Starr A. (1986) Cerebral cortical contributions to sensory evoked potentials: Hydranencephaly. EEG and Clin Neurophysiol., 64, pp 218-223. 148

23. Foltz E, Blanks J, McPherson D. (1987) Hydrocephalus: Increased intracranial pressure and brain stem auditory evoked responses in the hydrocephalic rabbit. Neurosurgery, 20(2), pp 211-218. 24. Cahan L, Kundi M, McPherson D, Starr A, Peacock W. (1987) Electrophysiologic studies in selective dorsal rhizotomy for spasticity in children with cerebral palsy. Appl Neurophysiol., 50, pp 459-460. 25. Lott I, Kundi M, Cahan L, McPherson D, Starr A. (1988) Differential somatosensory evoked responses in spastic cerebral palsy: Findings at dorsal rhizotomy. Western Pediatric Neuroscience, 36, 1, 221. 26. McPherson D, Tures C, Starr A. (1989) Binaural interaction in term infants and adults. EEG and Clin Neurophysiol., 74, pp 124-130. 27. McPherson D, Madden J, Payne T. (1989) Auditory brainstem response in term infants born to heroin addicted mothers. J Perinatalogy, 9, pp 262-267. 28. Lott I, McPherson D, Towne B, Johnson D, Starr A. (1990) Long term neurophysiological measures following ECMO. Pediatrics., 116, pp 343-349. 29. Starr A, McPherson D, Patterson J, et al. (1991) Absence of both auditory evoked potentials and auditory perceptions dependent on temporal cues. Brain, 114, 1157-1180. 30. McPherson, D, Starr A. (1993) Binaural interaction in auditory evoked potentials: Brainstem, middle- and long-latency components. Hearing Research, 66, 1, pp 91-98. 31. McPherson D, Davies, K. (1995) Preliminary observations of binaural hearing in an attention-deficit pediatric population. Journal of Human Physiology, 21, 1, pp 47-53. 32. McPherson D, Starr A. (1995) Auditory time-intensity cues in the binaural interaction component of the auditory evoked potentials. Hearing Research, 89, pp 162-171. 33. Jenkins P, Lambert M, Nielsen S, McPherson D. L, Wells MN. (1996) Nocturnal task responsiveness of primary nocturnal enuretic boys: A behavioral approach to enuresis. Children’s Health Care, 25(2), pp 143-156. 34. McPherson, D. (1988) Clinical aspects of auditory evoked potentials. Journal Oto-Rhino-Laryngology and Head and Neck Surgery, 4, 8-23. 35. McPherson, D., and Skarzynski, H. (1988) Aspekty kliniczne sluchowychl potencjalow wywolanych. Audiofonologia, 17, 31-43.

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36. Salmat, M., and McPherson, D.L. (1999) Interactions among variables in the P300 response to a continuous performance task. Journal of the American Academy of Audiology, 10, 379-387.

Publications in Press (accepted for publication) 1. Tucker, D., Dietrich, S., McPherson, D.L., and Salamat, M. (2001). The effect of stimulus intensity level on AMLR brainmaps in human adults. Journal of the American Academy of Audiology.

Books and Book Chapters 1. McPherson D. (1977) Electrophysiological measures of hearing and balance. In Lee KJ(ed): Essentials of Otolaryngology. New York: Medical Examination Publishing Co., pp 499-511. 2. McPherson D, Thatcher J. (1977) Instrumentation in the Hearing Sciences. New York: Grune and Stratton. 3. McPherson D. (1977) Clinical audiology. In Lee KJ(ed): Differential diagnosis in Otolaryngology. New York: ARCO Publishing Co., Inc. 4. Subtelny J, McPherson D(eds). (1978) Introduction to Communication. Rochester: National Technical Institute. 5. Johnson D, Levitt H, McPherson D, et al. (1978) Test Selection and Development. Rochester: National Technical Institute for the Deaf. 6. McPherson D(ed). (1979) Advances in Prosthetic Devices for the Deaf. Washington, D.C.: National Technical Information Service. 7. Connors S, McPherson D. (1979) A vibrotactile training program for the deaf using a single vibrator. In McPherson D(ed): Advances in Prosthetic Devices for the Deaf, Washington, D.C.: National Technical Information Service, pp 208- 217. 8. Johnson D, McPherson D, et al. (1980) Communication Performance Evaluation with Deaf Students. Washington, D.C.: National Technical Information Service. 9. McPherson D (1981) Vibrotactile training program for the deaf. Audiology. 10. McPherson D, Starr A. (1993) Auditory evoked potentials, in A.M. Halliday (editor) Evoked Potentials in Clinical Testing. England: Churchill Livingstone.

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11. McPherson D. (1996) Long Latency Auditory Evoked Potentials. San Diego: Singular Publishing Company. 12. McPherson D, and Ballachanda B. (2000) Middle and long latency auditory evoked potentials. In R. Roeser, H. Hosford-Dunn, and M. Valente. Audiologic Diagnosis. New York: Theime, pp. 471-502. 13. Whitaker S, and McPherson D. (2000) Disequilibrium of aging. In. J.A. Goebel (editor) Practical Management of the Dizzy Patient. Philadelphia: Lippincott, Williams & Wilkins.

Published Abstracts 1. McPherson D, Miller J. (1972) The effects of choline salicylate on the AC cochlear potential in the guinea pig. J Acous Soc Am, 52:143. 2. McPherson D, Miller J (1972) Changes in electrophysiology of the cochlea following ingestion of choline salicylate in the guinea pig. Trans Am Acad Ophthal Otolaryngol 76:110. 3. McPherson D, Miller J. (1974) The effects of middle ear pressure on the auditory periphery. J Acous Soc Am 55 (suppl):62. 4. McPherson D, Miller J. (October, 1974) Salicylate ototoxicity in the guinea pig. Committee for Research in Otolaryngology, American Academy of Ophthalmology and Otolaryngology, Dallas, Texas. 5. Lamkin R, Axelsson A, McPherson D, Miller J. (October, 1974) Experimental aural barotrauma: Electrophysiology and morphological findings. Committee for Research in Otolaryngology, American Academy of Ophthalmology and Otolaryngology, Dallas, Texas. 6. McPherson D. (1975) Description of the transfer characteristics of the cochlear microphonic. J Acous Soc Am 57(suppl):61. 7. McPherson D. (1975) Clinical and experimental electrocochleography. ASHA 17:9, 609. 8. McPherson D. (October, 1976) Synaptic function: Implication of refractory periods to site of lesion. XIIIth International Congress of Audiology, Florence, Italy. 9. McPherson D. (1976) Clinical electrocochleography: Implication of refractory periods to site of lesion. ASHA 18:9, 685. 10. Gauger J, McPherson D. (1977) A support system for hearing aid evaluations. Academy of Rehabilitative Audiology. 151

11. McPherson D. Thompson D. (1977) Quantification of the acoustic reflex latency parameters in humans. J Acous Soc Am 62,8 (suppl #1):13. 12. McPherson D, Miller J. (January, 1978) Electrophysiological effects of sudden middle ear pressure changes. Association for Research in Otolaryngology. 13. Connors S, McPherson D. (1978) A vibro-tactile training program for the deaf. ASHA. 14. McPherson D. (November, 1987) Auditory nerve responses of young deaf adults. XIVth International Congress of Audiology, Acapulco, Mexico. 15. McPherson D. (1980) Early and middle averaged auditory responses in neonates. J Otol Head Neck Surg 88:5, 177. 16. McPherson D. (1980) Auditory brainstem evoked responses in young hearing impaired individuals with and without amplification. J Acous Soc Am 68, (suppl #2):20. 17. McPherson D, Huxtable RF. (1981) Middle latency averaged auditory responses in neonates. Clin Res 29:1, 134. 18. McPherson D. (1981) Middle latency averaged auditory evoked responses in neonates. Western Conference on Perinatal Research, La Costa, California, 1981. 19. McPherson D, Waffarn F, Glatz T, Huxtable R. (April, 1982) Alterations in the auditory brainstem evoked potentials in preterm infants with ventriculomegaly. Pediatr Res 16(part 2):1549. 20. McPherson D. (1982) Neurological maturation of visual evoked responses in the neonate. Clin Res, 30, 1. 21. McPherson D, Hicks D. (1982) Middle ear effusions and tympanometry in high risk infants in a neonatal intensive care unit. Clin Res, 30, 1. 22. McPherson D. (1982) Neurological maturation of visual evoked responses in the neonate. Western Conference on Perinatal Research, San Diego, California. 23. McPherson D, Foltz E. (1983) Intracranial pressure effects on auditory evoked responses. Neurological Society of America, Florida. 24. Henbest M, Nudleman K, McPherson D, Kusske J. (1983) Evaluation of acute lumbar nerve root compression utilizing somatosensory evoked potentials in a rabbit model. American Association of Neurological Surgeons, Washington, D.C. 25. McPherson D, Montgomery L. (1983) Analog filtering of the middle latency auditory evoked response. J Acous Soc Amer (suppl #1) 74. 152

26. Lott I, McPherson D, Starr A. (1983) Cortical dependence of middle and late evoked responses in human brain: Hydranencephaly. Child Neurology Society, Washington, D.C. 27. McPherson D. (1983) Scalp distribution of the auditory brainstem response in infants. Western Conference on Perinatal Research, Palm Springs, California. 28. McPherson D, Tures C, Starr A. (1984) Ontogeny of the binaural interaction of the early and middle auditory evoked potential. XVII International Congress of Audiology, Santa Barbara, California. 29. Lott I, McPherson D, Starr A, Cyrlak D. (1984) Cortical dependence of mid and late evoked responses in human brain: Hydranencephaly. Pediatric Research, 18, 397. 30. McPherson D. (1983) ABR in the selection and fitting of hearing aids. Symposium on Current Topics in Audiology, Veterans Administration, Irvine, California. 31. Lott I, Towne B, McPherson D, Healey T. (1985) Permanent ligation of the right common carotid artery at birth: 18 cases. Society for Pediatric Research, Washington, D.C. 32. McPherson D. (September, 1985) Surface distribution of human AEBP relative to mapping sources. International Evoked Response Auditory Study Group, Erlangen, West Germany. 33. Lott I, Towne B, McPherson D, Healey T. (October, 1985) Carotid ultrasound and long latency auditory evoked potentials in 11 children with right common carotid artery ligation at birth. American Neurological Society, Chicago, Illinois. 34. Greene G, McPherson D, Saunders J. (1986) Abnormal brainstem auditory evoked responses (BAER) in acute bacterial meningitis. Western Society for Pediatric Research, Carmel, California. 35. McPherson D, Starr A, Tures K. (May,1986) Maturation of the binaural interaction in human auditory middle latency evoked potentials. International Congress on Evoked Potentials and Cerebral Maturation, Italy. 36. McPherson D, Tures C, Starr A. (1986) Maturational effects on binaural interaction in human auditory middle latency evoked potentials. J Acous Soc Amer (suppl #1).

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37. McPherson D, Starr A. (1987) Development of binaural interaction in middle-latency evoked potentials in infants. Evoked Potentials in Pediatrics, Milan, Italy. 38. Lott I, McPherson D, Johnson D, Towne B. (1987) Long term neurophysiological measures following ECMO. Pediatric Research, 21, 493. 39. McKenna J, Dungy C, McPherson D, Mosko S. (November, 1987) Preliminary study of the breathing and sleeping behavior of co-sleeping human mother-infant pairs. American Anthropological Association. 40. Cahan L, Kundi M, McPherson D, Starr A, Warwick P. (1987) Electrophysiologic studies in selective dorsal rhizotomy for spasticity in children with cerebral palsy. Appl Neurophysiol., 50, 459-460. 41. Lott T, McPherson D, Johnson D, Towne B. (1988) Long term neurophysiological measures following ECMO. Clinical Research, 36, 231. 42. McPherson D, Pinkston C, Starr A. (1988) Contribution of auditory evoked potentials to binaural processing. J Acous Soc Amer. 43. Starr A, McPherson D, Patterson J, Walker C. (1988) Human hair cell- VIII nerve transmission deficit: A case study. J Acous Soc Amer. 44. Lott I, Kundi M, Cahan L, McPherson D, Starr A. (1988) Differential somatosensory evoked responses in spastic cerebral palsy: Findings at dorsal rhizotomy. Clinical Research, 36, 221. 45. McPherson D, Starr A.(1989) Contribution of binaural evoked potentials to sensory maturation in the neonate. International Electric Response Audiometry Study Group, XI Biennial international symposium, Tokyo. 46. Lott I, McPherson D. (1991) Neurophysiological measures following ECMO. 4th International Conference on Fetal and Neonatal Physiological Measurements, Rotterdam, the Netherlands. 47. McPherson, D, Starr A. (1991) Auditory time-intensity cues in the binaural interaction component of the auditory evoked potentials. International Electric Response audiometry Study Group, XII Biennial Symposium, Italy. 48. Starr A, McPherson D, Patterson J, et al. (1991) Absence of both auditory evoked potentials and auditory perceptions dependent on temporal cues. International Electric Response audiometry Study Group, XII Biennial Symposium, Italy. 49. McPherson D, Knudson G, Starr A. (1992) Auditory time-intensity cues in the binaural interaction component of the auditory evoked potentials. Abstracts of

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the Fifteenth Midwinter Research Meeting, Association for Research in Otolaryngology, 139. 50. Starr A, Evans WJ, Parker E, Olsen B, McPherson D. (May, 1992) Episodic memory loss and anosmia. American Academy of Neurology. 51. McPherson D, Davies K, Snow S, Smith K, Ashby C. (November, 1993) Binaural interaction in school age children with attention-deficit hyperactivity disorder. American Speech-Language and Hearing Association. 52. McPherson D, Blair N, Harris R, White K. (November, 1993) Otoacoustic emission during temporary threshold shift in normal hearing young adults. American Speech-Language and Hearing Association. 53. Harris R, Hilton L, McPherson D, Hanks W. (November, 1993) Digital audio recording, sample editing, and compact disc mastering. American Speech- Language and Hearing Association. 54. McPherson D, Davies K. (October, 1993) Auditory evoked potentials and binaural interaction component changes in children with attention-deficit hyperactivity disorder. Modern Problems Physiology and Pathology of Hearing, Moscow. 55. Allred C, McPherson D, Bartholomew K. (June,1994) Auditory training in a patient with severe dysfunction in auditory memory and figure ground. Academy of Rehabilitative Audiology, Salt Lake City. 56. McPherson D, Blair N, Gerstmann D, Dick K. (1995) Contralateral suppression of click-evoked emissions (EOAE) in pre-term and term infants. Proceedings of the Seventeenth Midwinter Research Meeting, Association for Research in Otolaryngology, 139. 57. McPherson, D, Thornton, A.R.D. & Blair N. (1995) Maturation of hair cells in neonates using otoacoustic emissions and extratympanic recordings of cochlear potentials. IERASG, Lyon, France. 58. McPherson D, & Starr A. (1995) Psychophysical and electrophysiological measures of binaural interaction in auditory evoked potentials. IERASG, Lyon, France. 59. McPherson, D.L., Blair, N., Gerstmann, D., and Dick, K. (1995) Contralateral suppression of click-evoked otoacoustic emissions (EOAE) in pre-term and term infants. Second Biennial International Symposium on Modern Problems of Physiology and Pathology of Hearing. Moscow, Russia. 60. McPherson, D., Reshetar, L. and Channell, R. (1996) The N400 in language impaired school-age children. 1996 Mid-Winter meeting of the 155

Association for Research in Otolaryngology, St. Petersburg, Florida. 61. McPherson, D. (1996) Contralateral suppression of the cochlear potentials in humans: Contribution of the COCB. British Society of Audiology, Winchester, United Kingdom. 62. McPherson, D. (1996) Electrophysiological measures of inner and outer haircells. European Concerted Action on Otoacoustic Emissions (Age and otoacoustic emissions: From maturation to ageing), Lyon, France. 63. Kuykendall, K.L., Hilton, L.M., Harris, R.W. and McPherson, D.L. (1996) Production and perception of /r/ and /l/ in Japanese adults. American Speech-Language-Hearing Association, Seattle, Washington, United States of America. 64. McPherson, D. L. (1997) Single trial responses in human P30 middle latency auditory evoked potentials: Dispersion of peak latencies. 1997 Mid-Winter meeting of the Association for Research in Otolaryngology, St. Petersburg, Florida. 65. McPherson, D., Starr, A., Lee, S., and Summers, D. (1998) Single trial responses in human wave V brainstem auditory evoked potentials: Dispersion of peak latencies. Association for Research in Otolaryngology, Mid-Winter meeting, St. Petersburg, Florida. 66. Tucker DA, Fox LG, McPherson DL, Hinton VA, and Herr D. (1999) Elicitation of the mismatch negativity (MMN) with three vowel pairs in normal adult women. Association for Research in Otolaryngology, Mid-Winter meeting, St. Petersburg, Florida.

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Lee Robinson

Vitae

Lee A. Robinson, M.S., CCC-SLP TLRB 158 Provo, UT. 84602-8605 801-378-7650 [email protected]

Current Position:

January 1999-Present Brigham Young University Speech and Language Clinic Director, Provo, UT. Assistant Clinical Professor Department of Audiology and Speech-Language Pathology

Education:

Brigham Young University Master of Science August 1994 Speech-Language Pathology Bachelor of Science August 1992 Speech-Language Pathology Ricks College Associate of Science June 1987 Social Science (Emphasis in Psychology)

Professional Experience:

August 1994-December 1998: Speech-Language Pathologist Jordan School District, Sandy, UT. Responsibilities included assessment and treatment of TBI, autism, AAC, language impairment, learning disability, phonological disorder, articulation disorder, fluency, dysphagia, resonance and voice disorders in pre-K to 6 populations. Additional responsibilities included the IEP process, hearing screenings, special education teaming, report writing and various committee work.

September 1998-December 1998: Adjunct Faculty Brigham Young University, Provo, UT. 157

Assignment: Teach ASLP 330 Language Development. Responsibilities included teaching content, writing and administering tests, grading assignments

October 1996-April 1997: On call Speech-Language Pathologist Mountainland Rehabilitation, Provo, UT. Responsibilities included treatment of TBI, stroke, birth defects, neuromuscular disease, dysphagia in pre-K to adult populations.

Professional Assignments:

Jordan School District: September 1996-December 1998: Jordan School District SLP Multicultural Specialist

April 1998-June 1998: Intern Supervisor

September 1997-June 1998: CFY Supervisor

September 1994-June 1998: Riverton Elementary Diversity Specialist

April 1997-June 1997: Intern Supervisor

Brigham Young University: Fall 99-present: Faculty Advisor for the BYU Chapter of the National Student Speech-Language Hearing Association

April 2000: Represented the Department of ASLP BYU at the Council of Academic Programs in Communication Science Disorders Conference in San Diego

Professional Organizations:

American Speech-Language-Hearing Association, Member 1994-Present National Student Speech Language Hearing Association, Member 1992-1994 Utah Speech-Language-Hearing Association, Member 1994-1997

Articles:

Brinton, B., Fujiki, M., Spencer, J. C., & Robinson, L. A. (1997). The ability of children with specific language impairment to access and participate in an

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ongoing interaction. Journal of Speech, Language, and hearing Research, 40, 1011-1025.

Fujiki, M., Brinton, B., Watson, V., & Robinson, L. (1996). The production of complex sentences by young and older adults with mid to moderate retardation. Applied Psycholiguistics, 17, 41-57.

Presentations:

Robinson, L., Seal, A., Millet, D., & Stanger, A. (2000, November). Getting the whole picture: Assessment of language and social competence. Poster session presented at the American Speech-Language-hearing Association Convention, Washington, D.C.

Higbee, L.M., Brinton, B., Fujiki, M., Robinson, L., & Spencer, J. (1996, November). Involvement of children with SLI in a collaborative group task. Poster session presented at the American Speech-Language-Hearing Association Convention, Seattle, WA.

Robinson, L. A., Watson, V., Brinton, B., Fujiki, M., & Campbell, J.A. (1995, December). Verbal negotiation skills of children with specific language impairment. Poster session presented at the American Speech-Language- Hearing Association Convention, Orlando, FL.

Campbell, J. A., Robinson, L. A., Brinton, B., Fujiki, M., & Watson, V. (1995, December). Access skills of children with specific language impairment. Poster session presented at the American Speech-Language-Hearing Association Convention, Orlando, FL.

Fujiki, M., Brinton, B., Robinson, L. A., Taylor, B. S., & Watson, V. J. (1993, November). Complex sentence production by elderly and young adults with retardation. Poster session presented at the American Speech-Language- Hearing Association Convention, Anaheim, CA.

Lectures:

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Robinson, L. (1997, February). Multicultural issues and children with language impairment. Presentation during Jordan School District Speech-Language- Pathology and Audiology Staff Meeting, Sandy, UT.

Robinson, L., Watson, V., Brinton, B., Fujiki, M., & Campbell, J. A. (1995, May). The ability of children with language impairment to interact in a group decision task. Paper presented at the Utah Speech-Language-Hearing Association Annual Convention, Park City, UT.

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APPENDIX B: PROFESSIONAL TRACK DOCUMENT

Department of Audiology & Speech-Language Pathology

PROFESSIONAL TRACK November 24, 1998 Purpose: This document describes the position, responsibilities, and evaluation of Professional faculty within the Department of Audiology and Speech-Language Pathology. No more than two full-time faculty positions will be allocated for the Professional track: One in Speech-Language Pathology and one in Audiology.

This document has been approved by the Department of Audiology & Speech- Language Pathology, the David O. McKay School of Education, and Brigham Young University. Changes to this document must be approved by all three entities prior to implementation.

Faculty members in the Professional Track will be eligible for ranks of Assistant Clinical Professor, Associate Clinical Professor, and Clinical Professor. Rank and status advancement will be in accordance with this document and the University Policy on Faculty Rank and Status: Professional.

I. Position Descriptions: A. Director, Speech and Language Clinic, Department of Audiology and Speech-Language Pathology.

B. Director, Audiology Clinic, Department of Audiology and Speech- Language Pathology

II. Requirements for Appointment: 1. Earned Master’s or Doctorate degree in Speech-Language Pathology or Audiology from an accredited college or university. 2. Certificate of Clinical Competence from the American Speech-Language- Hearing Association (ASHA) in Speech-Language Pathology or Audiology. 3. Utah state licensure in Speech-Language Pathology or Audiology. 4. Skills in clinic administration. 5. Clinical experience, preferably in a range of clinical settings. 6. Ability to supervise the treatment of a wide range of communication problems and age groups. 161

7. Skills in clinical teaching and supervision.

III. Clinical Supervision and Administration: A. Overall Activity 1. Supervision of graduate students in speech-language pathology and audiology providing assessment and intervention services on campus and insure cohesiveness between academic instruction and clinical practice. 2. Coordination of part-time clinical supervisor staff. 3. Coordination of assessment and treatment practices with faculty members teaching courses in each disorder area. 4. Coordination of all student clinical assignments. 5. Coordination of graduate externship placements in the community, with responsibility for quality control to insure cohesiveness between academic instruction and clinical practice. 6. Liason with extern site supervisor and regular visits to those sites. 7. Clinical teaching as assigned by the department. 8. Responsibility for record keeping and accuracy of clinical records. 9. Dissemination of clinical procedures and findings. 10. Liaison with other Comprehensive Clinic staff (records management, quality assurance, etc.).

B. Evaluation of Responsibilities 1. Supervision of the graduate students will be in accordance with the guidelines set forth by the American Speech-Language-Hearing Association and will use the most current methods in analysis and assessment of student clinical experience. 2. Use and implementation of current knowledge and techniques in intervention in the university clinic. 3. Quality of externship experiences and expansion of such experiences into areas of clinical need. 4. Development and presentation of models of clinical supervision, clinical education and delivery systems at professional meetings. 5. Other evidence of competence will include the following: a. continual upgrading of clinical skills. b. knowing current standards of good practice in all areas of supervision c. participating in program development. d. understanding all relevant procedures and policies effecting clinical practice. e. maintaining the highest standards of professional conduct in all student and client interactions.

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f. other evidence of competence as outlined in the University Policy on Faculty Rank and Status: Professional.

IV. Citizenship: A. University 1. Adherence to the university honor code and temple worthiness, as defined by the Church of Jesus Christ of Latter-day Saints. 2. Assignments to department, David O. McKay School of Education, and university committees may be required and as approved by the department chair.

B. Profession The individual will represent the department at various professional meetings at the local, state, and national level as determined by the needs of the program.

C. Community The individual will seek ways in which the clinical services of the department may be of assistance to the local and state community.

D. Evaluation of Citizenship Citizenship will be assessed on the basis of contributions made to the university, profession, and community. Specific activities may include the following: 1. contributing to a spirit of collegiality within the department, school, and university communities. 2. participating in university and college activities, including attending convocations, dept. and college meetings, etc. 3. service on department, school or university committees 4. service the profession, including service on editorial boards, editing newsletters, and membership in professional organizations, holding office or serving on committees of professional organizations, etc. 5. other evidence of citizenship, as outlined in the University Policy on Faculty Rank and Status: Professional, may also be considered.

V. Teaching: A. Courses The individual will be assigned undergraduate teaching responsibilities dependent upon departmental need. Release time from other duties will be made to compensate for such assignments.

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B. Assessment of Teaching Teaching will be assessed on the basis of peer and student evaluations. Other evidence of teaching competence will include the following: 1. developing an individual teaching plan 2. presenting state-of-the-art information, in line with current standards of good practice 3. linking information and theory taught in academic courses in the program to clinical practice 4. continually improving teaching technique 5. other evidence of teaching competence as outlined in the University Policy on Faculty Rank and Status: Professional.

Requirements of this document may be superceded by the most current University Policy on Faculty Rank and Status. Where a conflict arises the criteria will be deferred to the university document. Where no criteria are specified interpretation will defer to the departmental document. The faculty member has a responsibility to be familiar with the University Policy on Faculty Rank and Status: Professional document and meet those existing criteria.

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APPENDIX C: UNDERGRADUATE HANDBOOK

Audiology and Speech-Language Pathology (ASLP) at BYU Undergraduate Handbook (August 2000)

Overview This handbook aims to tell you all the important things about majoring in Audiology and Speech- Language Pathology (ASLP) at BYU. Herein are what we hope are clear, accurate, honest answers to frequently asked questions. Please let us know if there are other questions and answers we should include, or if something doesn't seem that clear, accurate, or honest.

Getting Into the Major • What is the major in Audiology and Speech-Language Pathology (ASLP) all about? • What can I do with a bachelor's degree in ASLP, and what can't I do? • How do I change my major to ASLP? • Where can I learn more about the ASLP professions?

Completing the Major • Which classes must I take? • Can I skip the prerequisites for certain classes? • Which semesters are certain courses offered? • I'm going to be a junior: what sequence of classes should I take to graduate on time? Courses and Pre-requisites flowchart • I'm a transfer student: which classes should I take? • Which electives would help me as an ASLP major? • When do I get to work with clients? • Where are ASLP books kept in the Library? • Which things does the Education Advisement Center (EAC) do? • What about General Education (GE) classes? • What are the professional organizations in ASLP? • What is ASHA, what are its benefits, and when can I join? • What is NSSLHA, what are its benefits, and when can I join? • Who was Dr. Alonzo J. Morley? • Is the John Taylor building a safe place? • Is there any financial aid available to BYU ASLP undergraduates? • How do I get back and forth between main campus and the John Taylor building without being maimed or killed on 900 East Street?

Classes, Faculty, Planning Ahead • Help: I'm doing poorly in a class. What should I do? • Can I work clinically before earning a bachelor's degree? • Should I become involved in research, and how do I do so?

Graduate School and After Graduation • What career options other than ASLP are possible for ASLP majors? • How do I get into graduate school? 165

• How do I get letters of recommendation? • How do I take the GRE? • Can I get into the SLP master's program at BYU? • Is it worth repeating classes to raise the grade? • What about master's programs other than at BYU?

The Audiology and Speech-Language Pathology Minors • How can I earn a minor in ASLP?

• Getting Into the Major What is the major in ASLP all about? Choosing to major in ASLP means that you are genuinely interested in learning all you can about how to help persons with hearing, speech, and language disorders. The goal of the ASLP faculty is for you to become educated. Becoming educated means knowing academic material to the depth that you can make practical application of that material with clients. Our goal is to have you gain the basis for becoming an exemplary professional to whom we could refer our own parent or child, rather than have you merely take courses, pass exams, and get grades.

What can I do with a bachelor's degree in ASLP? The bachelor's degree in ASLP gives you a good introductory grounding in the normal anatomy and processes of language, speech, and hearing, and an introduction to disorders, instrumentation, and data collection procedures in these areas. Thus, in conjunction with General Education coursework, a major in ASLP is a "liberal arts" degree. Typically, earning a bachelor's degree in ASLP allows you to apply for admission to a graduate degree program in either audiology or speech-language pathology. A master's degree in SLP is required for national certification, for state licensure, and for public school licensure in almost every state. Audiology is moving toward requiring a doctorate in audiology, a degree not offered at BYU.

What can't I do with a major in ASLP? You can't teach school, do surgery, counsel people with personality or social problems, or prescribe medication. In fact, you can't legally be an audiologist or a speech-language pathologist, until you complete a master's degree in the major, including clinical requirements. You can't be a "teacher of the deaf"; that is a separate major, one which is not offered at BYU.

How do I change my major to ASLP? The Education Advisement Center (120 MCKB) staff members work with undergraduate students in ASLP. Declaring ASLP as a major is done by working with them to get entered into the computerized record system. They will also meet with you periodically to make sure that you are making progress toward completing degree requirements, and you may meet with them whenever you need to discuss General Education or other graduation requirements, or other issues related to earning an honorable exit from BYU.

Where can I learn more about the ASLP professions? The best source is probably the ASLP 133 course, Introduction to Audiology & Speech-Language Pathology. This web-based course surveys the breadth of these two fields, explores their interconnection, and offers glimpses into clinical practice.

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A second source is visiting www.asha.org, the website of the American Speech-Language Hearing Association. This site discusses professional issues and contains job ads, reviews of books and materials, clinical and legal requirements state-by-state, government issues, etc.

• Completing the Major Completing the undergraduate major means taking all the required courses. At present, no additional requirements (senior thesis, comprehensive exam, minor, etc.) are required.

Which classes must I take? • All students take: ASL 101, Math 110, Stat 221, Physics 167, Zoology 260, IPT 286 ASLP 133, 230, 320, 321, 330, 331, 334, 350, 351, 434, 438, 444, 450

Can I skip the prerequisites for certain classes? Basically, no. To aid in "streamlining" graduation requirements, the faculty have only made prerequisites to courses when skipping such a prerequisite will affect your performance (i.e., your grade) for the course. Faculty will not tutor you on prerequisite material, nor adjust your grade in light of not having the prerequisite.

Which semesters are certain courses offered? The plan for course availability by semester is as follows; though we try to minimize changes, this information is subject to change. All courses are ASLP department offerings unless indicated. Classes marked with an asterisk have a prerequisite; see the list of courses above. Credit hours are indicated in parentheses.

Fall Winter Spring Summer asl 101 (4).....asl 101 (4).....asl 101 (4).....asl 101 (4) p.167 (3)...... p.167 (3)...... p.167 (3) m.110 (3)...... m.110 (3)...... m.110 (3)...... m.110 (3) *st.221 (3).....*st.221 (3).....*st.221 (3).....*st.221 (3) z.260 (3)...... z.260 (3)...... z.260 (3) ipt.286 (1).....ipt.286 (1).....ipt.286 (1).....ipt.286 (1) 133 (2)...... 133 (2)...... 133 (2)...... 133 (2) 230 (3)...... 230 (3) *320 (3) *321 (3) *330 (3) *334 (3) 331 (3) *350 (3) *438 (3) *351 (3) *434 (2) 444 (3)...... 444 (3) 450 (3)

I'm going to be a junior: what sequence of classes should I take to graduate on time?

Junior Year: Senior Year Fall Winter Sp Fall Winter

133 (2) 334 (3) z.260 (3) 320 (3) 321 (3) 230 (3) 350 (3) m.110 (3) 438 (3) 450 (3) 330 (3) 351 (3) ipt.286 (1) asl 101 (3) 444 (3) 167

331 (3) [m.97 if needed] st.221 (3) 434 (2) p.167 (3)

This plan assumes you have already taken high school algebra (Math 97) and physical science 100. If you have had math 97, you could probably handle physics 167 even without physical sci. 100 (though it is required for G.E.) if you really worked at it. If you are rusty or insecure about algebra, take math 97 the semester or term before math 110.

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Courses and Pre-requisites flowchart

ASLP 133 ASLP 230 ASLP 444 (2:F,W) (3:F,W) (3:F,W) Introduction to Language SLP Hearing SLP&A Science Impaired

ASL 101 ASLP 330 ASLP 350 (4:F,W) (3:F) (3:W) Conversational Language Language ASL, Part 1 Development Disorders ASLP 450

(3,W)

ASLP in

Schools IP&T 286 ASLP 331 ASLP 351 (1:F,W,Sp,Su) (3:F) (3:W) Artic. & Inst. Tech. in Phonology Phonological Teaching Disorders

Physics 167 ASLP 334 ASLP 438 ASLP 434 (3: F,W,Sp); (3: W) (3:F) (2:W) Acoustics Basic Hearing Hearing Tests Pediatric Science & Measures Audiology

Zoology 260 ASLP 320 ASLP 321 (3:F,W,Su) (3:F) (3:W) Elem. Human Speech Speech Anatomy Anatomy Science

Math 110 Statistics 221 (3:F,W,Sp,Su) (3: F,W, Su) Prerequisite: Principles of Math 97 Statistics

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Note: Required prerequisites are indicated by solid lines coming into the left side of a course's box. Recommended prerequisites are indicated by dashed lines. All courses are required.

I'm a transfer student: which classes should I take? You need to take all the BYU required classes in the major, EXCEPT those that the BYU instructor accepts as equivalent. If the BYU instructor agrees that your class(es) meet the same level of breadth, depth, and rigor as the BYU class(es), they will write a memo to the Ed. Advisement Center (countersigned by Dr. McPherson or Dr. Channell) which will then waive the BYU class, or they will have you write such a memo for them to sign and send.

Which electives would help me as an ASLP major? Audiology and speech-language pathology are multi-disciplinary fields, building on theories, methods, and findings from psychology, linguistics, physiology/neurology/medicine, acoustics, electrical engineering and technology, education, statistics, and philosophy. Nowadays, you just can't have too much math or computer science, and the experience of learning a foreign language is extremely valuable. If you are aiming toward a career in working with children, coursework in reading/language arts, learning disabilities, and child development would be a great investment. For a career working with adults, courses in neurology, gerontology/aging, and clinical psych would be a wise use of time.

When do I get to work with clients? Only graduate students will receive supervised clinical practicum hours in speech and language. The reason we deleted undergraduate practicum was a shortage of qualified part-time supervisors. We have tried to increase the number of video observation experiences.

Where are ASLP books kept in the Library? ASLP books are found on the first, second, third, and fifth floor of the Harold B. Lee Library. Also, in electronic reference searching, try both social sciences (first floor), life sciences (second floor), and humanities (fifth floor) resources.

Which things does the Education Advisement Center (EAC) do? (1) The EAC enters you into the computer as an official major or minor (2) offers advisement on meeting general and religious education requirements (3) monitors your progress toward graduation (4) handles exceptions and academic/administrative problems (if any) (5) maintains your permanent graduation file and approves your graduation (6) provides scholarship application information and forms (7) gives official BYU endorsement for public school certification to state agencies.

What about General Education (GE) classes? The choice of classes taken to fulfill University GE requirements is left to the student. Some ASLP- major required courses also fill certain GE requirements; prudent planning can thus save time toward graduation. Any GE Advanced Writing class is acceptable for ASLP majors. Because ASLP ties into so many other fields, the faculty view GE courses as an important adjunct to courses in the major. We wish that all students could complete the foreign language GE requirement as well as filling the advanced math/statistics courses that we require. 170

What are the professional organizations in ASLP? The two main societies are ASHA and, for students, NSSLHA; audiologists have lately been getting more into the American Academy of Audiology (AAA). The local branch of ASHA in Utah is USHA. USHA sponsors one or two state conferences per year and works on professional and legal issues in the state. AAA sponsors a national convention and other resources for audiologists including a website: www.audiology.org; ask an Audiology faculty member for more information. ASHA also sponsors several special interest groups; information on these groups is published in the ASHA magazine or is available directly from ASHA at (301) 897-0039. ASHA also sponsors a web site: www.asha.org

What is ASHA, what are its benefits, and when can I join? ASHA is the American Speech-Language Hearing Association. ASHA handles the national certification effort, works with states to set professional standards, publishes journals containing research in speech, language, and hearing and their disorders, sponsors a national convention (useful for papers presented and products displayed)), and sponsors other workshops and information dissemination efforts. Persons who complete a master's degree, including specified coursework and clinical practica, a supervised, paid first-year on the job (the Clinical Fellowship Year), and pass a long multiple-choice test are eligible to join ASHA and receive national certification (the Certificate of Clinical Competence). For your dues, you receive 2 of the 5 journals, remain certified, vote for officers, and other benefits.

What is NSSLHA, what are its benefits, and when should I join? NSSLHA, the National Student Speech Language Hearing Association, is the student branch of ASHA. Typically pronounced as "nish-luh", it exists both at a national level and as a local chapter at BYU. Membership in the national NSSLHA costs around $40 and gives you subscriptions to two ASHA journals (which cost the faculty $180/year) as well as a discount on the cost of joining ASHA, which you will want to do if you stay in the field. NSSLHA membership also gets you a reduced price on registration for the annual ASHA national convention, access to a job placement service, etc. The local chapter of NSSLHA sponsors guest speakers, sometimes service projects, and social events. Typically, it costs about 10 dollars per year. NSSLHA also typically orders custom sweatshirts and its president is invited to ASLP faculty meetings.

Who was Dr. Alonzo J. Morley? Dr. Alonzo J. Morley (1903-1995) was one of the earliest PhD degree recipients in speech pathology and was the first speech pathologist to join the faculty at BYU. Aside from starting BYU's speech pathology program and the speech and hearing clinic, he was deeply involved in the dramatic arts and in community service. The first ASLP-specific scholarship fund at BYU was started in honor of Dr. Morley and his wife by their children.

Is the John Taylor building a safe place? The Taylor building houses the Clinical Psychology and Social Work programs (among others) and so clients with a wide variety of emotional and sexual disorders pass through or wander around on their way to the clinics upstairs. BYU Security treats the Taylor building as being of higher risk for both personal and property crimes.

Is there any financial aid available to BYU ASLP undergraduates? Yes. ASLP majors are eligible for a number of scholarships through the McKay School of Education. Information on these is obtained from the Education Advisement Office (120 MCKB). If you have any well-to-do relatives, you might drop a hint for a marvelous, tax-deductible opportunity in that regard.

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How do I get back and forth between main campus and the John Taylor building without being maimed or killed on 900 East Street? Your best bet is to always cross 900 East inside a car, preferably one with airbags. Your next best bet is to cross that street at the light at 1200 North, cutting along the north edge of the Law School to reach the main campus. Bring some light reading, as the 900 East traffic light is set to largely ignore east-west traffic.

• Classes, Faculty, Planning Ahead Help: I'm doing poorly in a class. What should I do? There are several main reasons why students do poorly in classes. Some are: a. The student is in the wrong field. Success in any major is a combination of pre-existing skills or abilities combined with work at the new learning tasks. Students who have never studied music probably won't be able to succeed as a music major; students who find math challenging will probably not make it through as electrical engineering majors. The skills needed for success in ASLP are perhaps less obvious, but would include generally good-but-not-excellent abilities at math, language, biology, science in general, and both writing and public speaking. Many if not most of our students seem to have shown unusual skill or motivation at foreign language learning, music, or organizing humanitarian service projects. b. The student is generally capable in the major but one area of the field is perceived as difficult or repulsive. Success in ASLP means being able to do well in several fields: students learn principles of acoustics, anatomy, audiology, embryology, genetics, linguistics, medicine, psychology, neurology, statistics, rehabilitation, gerontology and even philosophy. Some students tend to lean toward speech science and anatomy, others toward child language, others toward adult neurological; however, a student must do "good" work in all areas as well as doing outstanding work in a favorite area. Students must be able to be able to look analytically at language, speech, and hearing; breaking each of these processes into components and grasping how the components work together for communication. The ASLP bachelor's and master's degrees are like your "general education" in the field; specialization is typical only in doctoral programs. If this idea fills you with dread, perhaps you need a narrower major that allows you to go more in depth in a selected area. Sometimes, the student just doesn't have the background in a particular area, like math. The solution here is to bite the bullet and take courses that you need (such as Math 97), even if they are not explicitly required and you want to see yourself as more advanced. c. The exams don't seem to measure the material covered in the lectures and the text(s). Instructors vary in their teaching and testing abilities, and some teaching or testing styles appeal to some students and not to others. This diversity will be seen later in how hard or easy it is to please certain supervisors or clients in the workplace. The small number of ASLP faculty limits the amount of choice available regarding instructors. This becomes a real barrier to progress when the student chooses to blame the teacher for the student's poor accomplishment, rather than thinking of each instructor as a new language to learn to speak. d. The student is trying to lead a normal life and still do well in classes. Well, sorry, not every student can do that. School, especially in a chillingly competitive climate as BYU is becoming, has to come first. (Actually, being a good person comes first; school comes second.) Roommates, dating partners, etc. come lower on the list, if you want to do well enough to have options for graduate study. Even a spouse needs to sacrifice some time with you toward letting you do well. e. Outside factors (health, job, church calling, social) diminish time and motivation to study. Some of these factors are beyond your control, others aren't. Either way, you need time and concentration to learn the material in the classes, and if you can't free it up, you'll need to settle for lower grades and fewer eventual options. The ASLP faculty would rather have you take longer to graduate and do better, but sometimes that isn't possible in your circumstances. The standards won't be lowered just because you have

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faced extra challenges. You have to decide if achievement levels given what you can invest are really worth it to you. f. The student is lazy or spoiled or distracted or undisciplined and can't coast through ASLP classes like they did in high school or junior college classes. Here at BYU you are surrounded by and competing with other people who were also able to coast through high school. Perhaps the most chilling realization you'll come to is that some of them didn't coast, even though they are as smart as you or even smarter. Other people learned good work habits and though you might have possessed more raw ability, they end up passing you by, in a tortoise-like manner. The solution here is to bite the bullet and pay the price, remedially learning self-denial. See the folks in the Counseling and Development Center in the Kimball tower for help on study skills. Not to name any names, but some of the faculty started their academic careers in a manner that would be best described as... (ahem) quite undistinguished. The faculty know that some people are later-bloomers in terms of self-discipline, and though they base course grades on performance, complete turn-arounds are respected and can help to balance out earlier mediocre work when getting recommendations for graduate school. Of course, self-proclaimed turn-arounds don't help much if at all. g. The student's mind has been darkened by sin. This result typically grows out of a lack of testimony or a lack of self discipline, and usually both. Carrying around major unconfessed transgressions, persisting in transgression or in fantasy about transgression deprives you of the help of the spirit both in your academic work and in your life at large. It consumes much of your mental energy and hope. You may try to compartmentalize your life, so that by not thinking about your shame and guilt, you can still perform the outward behaviors associated with success; but this strategy leads to a shallowness which festers and eats you hollow over time.

Can I work clinically before earning a master's degree? You cannot legally or ethically work as an audiologist or a speech language pathologist before earning a master's degree. Working as a speech aide is only legal under the direct supervision of a licensed Aud or SLP, meaning they are present at all times. It is only ethical to provide services when you are competent to do so.

Should I become involved in research, and how do I do so? Perhaps. If you get involved in faculty research and do well, it will strengthen your application for graduate admission, at BYU or elsewhere. However, if you are not able to give it 100%, or it turns out to be over your head, it will harm your application. Read the faculty publications. Volunteer as a research subject whenever possible. Show initiative in learning what faculty are doing; if that work is intriguing to you decide if you have the time and energy to volunteer. Money may be available from a faculty member's grant or through the Undergraduate Research Trainee (URT) program. Undergraduate students involved in research are a liability until adequately trained; training is an investment and is not meant as a charity to allow you to get paid. The advantage to faculty members is that if (a) your grades and aptitude look good enough for graduate school, (b) you seem hard-working and pleasant enough to deal with long term, (c) you learn the skills needed to be useful on the research project, then faculty will have a master's student who can contribute to that research project during graduate school.

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• Graduate School and After Graduation What career options other than ASLP are possible for ASLP majors? A major in ASLP is a solid liberal arts degree emphasizing human communication and connections between the physical & biological sciences and the behavioral sciences and humanities. If you look not to be heading to grad school, invest in the BYU Placement Center, insist they treat you as a liberal arts major ("like communications or English non-teaching"), and let them help you find a pleasing career path. Three related master's programs at BYU are worth considering: the Master's in Public Administration (through the Mariott School of Management), the TESOL program (Linguistics dept.), and Special Ed (post-bachelor's certification in mild/moderate or severe/profound or master's program; see Dr. Dyches in 328 MCKB). A bachelor's degree in ASLP would be a good pre-law degree, if you took Philosophy 205, a couple other Philosophy classes, and an LSAT prep class. It would also be a good pre-MPA degree; plan to squeeze in a couple Economics classes and a GMAT prep class. It is not a good pre-med degree, unless you start early in the pre-med program and take all the chemistry, etc. required for medical school.

How do I get into graduate school? Get excellent grades, do well on the GRE, become known in unobtrusive and respectable ways by the faculty (i.e., don't be a whiner), get strong, supportive letters of recommendation, and file all application materials on time.

How do I get letters of recommendation? Ask faculty members who know you and in whose classes you have done the best. Allow them 2-3 weeks of lead time, give them stamped, addressed envelopes, perhaps a short resume containing grades in courses and favorable things they might mention.

How do I take the GRE? This exam is offered through the Sylvan Learning Centers; the BYU testing center can give you details. It is probably worth it to buy a "How to prepare for the GRE book" at the BYU bookstore (upstairs). Taking ($$) a minicourse might help you get a higher score. Review algebra; take Philosophy 205 --which covers logic and reasoning-- if you have time.

Can I get into the SLP master's program at BYU? It depends on your grades, your GRE score, and your image as perceived by the faculty as to whether you will do a good thesis, apply "book learning" to clinical and research problems, and can acquire strong clinical skills. Every applicant is considered as an individual first; outstanding promise or performance in one area can diminish gaps in some other area. On the average, those admitted have GRE scores over 1650 and last 60 semesters hours' GPAs of 3.5 or higher. The likelihood of your admission depends on the qualifications of that year's other applicants.

Is it worth repeating classes to raise the grade? It depends. If you were ill or severely distracted, and did poorly because you missed carrying out the preparations of which you are capable, then yes. If you worked hard (or as hard as you will work on the repeat) then no. Unless you raise a grade dramatically and to the top, like from a "C" to an "A," it won't help your overall image. For example, raising a "D" to a "C+" won't impress people, and raising an "A-" to an "A" will only prompt questions about your mental health. Repeating the class and getting the same grade (or lower) will harm your chances for graduate admission. Faculty want graduate students who will do well in graduate classes and clinical assignments the first time taken. But we understand that some grades do not accurately reflect an individual's overall fitness for graduate admission.

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What about master's programs other than at BYU? They exist and vary in quality and competitiveness. There are enough SLP graduate programs that students with a B+ average (3.4 on the last 60 hours) or better can usually get in somewhere. Graduate programs in Audiology are generally less difficult to get into than SLP programs. In our field, getting a bachelor's and master's from the same school has no stigma to it, as the two degrees together constitute a general education in the field. Changing schools gives you a more diverse perspective, but most often, you'll have to backtrack and take a few extra courses.

• The Audiology and Speech-Language Pathology Minor How can I earn a minor in ASLP? To have a minor noted on your transcript and diploma, you need to declare it through the Education Advisement Center (EAC), located in 120 MCKB. The requirements for a minor are to take ASLP 133 and 14 additional hours of ASLP courses. Pre- requisites for courses must be observed. An ASLP minor DOES NOT qualify you to work as an audiologist or as a speech-language clinician or therapist, even in a preschool.

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4.h. Thesis requirement APPENDIX D: GRADUATE HANDBOOK 4.h.1 Selecting a thesis topic and chair 4.h.2 The sections of the thesis 2000-2001 Graduate Handbook 4.h.3 Thesis style requirements Audiology and Speech-Language Pathology (ASLP) 4.h.4 APA Style and variances Department 4.h.5 The prospectus 4.h.5.a Prospectus meetings 0. About this handbook 4.h.5.b Prospectus defense scheduling 4.h.5.c Recording prospectus completion 1. Overview of ASLP graduate programs 4.h.6 The thesis defense 4.h.6.a Scheduling the thesis defense 2. Admissions procedures 4.h.6.b Thesis defense tasks 2.a. Program size 4.h.6.c Possible thesis defense outcomes 2.b. Application deadline 4.i. The Comprehensive exam 2.c. Required information from applicants 4.j. The Exit Interview 2.d. Dispensation of submitted materials 4.k. Graduation ceremonies 2.e. Candidate ranking criteria 2.f. Admission and alternates 5. Financial Issues 2.g. Admission for certification only 5.a. Tuition Scholarships 5.b. Assistantships 3. Between admissions and program start 6. Graduate Student Evaluation 4. Program requirements 6.a. Schedule 4.a. The Plan of Study 6.b. Procedures 4.b. Progress toward graduation 6.c. Notification 4.c. Minimum registration 4.d. Required academic courses 7. Resources and other concerns 4.e. Non-BYU course equivalence 7.a. How long records are kept 4.f. Course performance expectation 7.b. Faculty access and availability 4.g. Clinical practicum 7.c. Student mail boxes 4.g.1. Clinical hours 7.d. Computer and network access 4.g.2. Plan for clinical study 7.e. Lab access and TLRB access 4.g.3. Student responsibility to clinical sites 7.f. Student Organizations 4.g.4. Clinic progress ratings 7.g. Student representation 4.g.5. Recording clinical hours 7.h. Grievances 4.g.6. Client confidentiality agreement

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0. About this handbook This handbook lists the policies procedures, resources, and expectations for graduate students in the department of Audiology and Speech-Language Pathology. This version of the handbook supercedes and replaces all previous versions, memos, and updates. Its information is subject to correction or change at any time either by the department or due to changes in university policy or procedure. Current students will be promptly notified by memo of any changes. The contact person for questions about this handbook is the ASLP Graduate Coordinator Dr. Ron Channell, 128 TLRB - BYU, Provo, Utah 84602; (801) 378-6457; email: [email protected]

1. Overview of ASLP graduate programs The graduate programs in Audiology and in Speech-Language Pathology at BYU lead to the master of science degree and to completion of all the American Speech-Language Hearing Association (ASHA) certification requirements except for the Clinical Fellowship Year (CFY). Admissions applications for the upcoming academic year are considered in February; admitted students may arrange to begin coursework in any semester or term. Students entering the program with all undergraduate prerequisite courses completed typically take five or six semesters to complete the program, with spring and summer terms counting together as one semester. All students are required to write an acceptable thesis.

The workload (but not the credit hour distribution) reflects a division roughly into thirds: about one-third coursework, one-third clinical work, and one-third thesis.

2. Admissions procedures Admissions decisions to either MS (Audiology or SLP) program are made by the ASLP department faculty as a whole.

2.a. Program size The Audiology program may have up to 20 students at a time, and the SLP program 30 students. Obviously, the number who graduate or leave the program each year will affect the number of new students who can be admitted.

2.b. Application deadline The application deadline each year will be the first work day in February. Applications are reviewed only once a year.

2.c. Required information from applicants The following materials are submitted to the BYU Graduate School (B-356 ASB): (a) Application form & fee, (b) Transcripts from all colleges or universities attended, (c) Graduate Record Exam scores, (d) Three letters of recommendation, and (e) Letter of intent. 177

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2.d. Dispensation of submitted materials Application materials sent to the ASLP department are held for one year and then destroyed if the student was not admitted.

2.e. Candidate ranking criteria Each faculty member rates each applicant in two areas (academic and professional) using a 1 (lowest) to 5 (highest) scale. The academic scale is multiplied by 1.5 and is added to the professional rating; each applicant thus receives a rating from 2 (lowest) to 12.5 (highest). These ratings are averaged, and candidates are placed on a ranking list from the highest down to the lowest average ranking.

2.f. Acceptance and Alternates Given the number of openings, the capacity of faculty in a MS program, and the quality of applying students, the faculty decide on the number of anticipated openings. Admission is offered starting with the students at the top of the list until the number of anticipated openings is filled. Well-qualified students below this cut-off point are placed on a list of alternates.

Admitted applicants are given 30 days to either accept or decline admission. If someone declines, the top person on the alternate list is contacted by phone and asked if they are still interested. If so, they are offered admission; if not, they are removed from the alternate list.

2.g. Admission for certification only The ASLP department has no non-degree programs for certification, fulfilling prerequisites, or continuing education.

3. Between admissions and program start Students are assigned a graduate advisor at the time of admission, and should contact their advisor about transfer classes, classes to register for, and any other questions. Students should try to meet all the faculty and chat with each about their research areas and thesis possibilities.

4. Program requirements 4.a. The Plan of Study The Plan of Study is a form designated by the BYU Graduate Office for the declaration by the student of the courses which, with approval of the student-selected advisory committee, will be taken to complete the master's degree. This is essentially a contract with the university that the degree will be granted upon completion of the comprehensive exam and the courses listed on the form (including 699R, Thesis).

The ASLP secretaries help with filling out the form, which is then signed by the advisory 178

179 committee and sent to the ASLP Graduate Coordinator. The advisory committee is three or more graduate faculty members. The advisory committee chair is the graduate faculty member who will chair the student's thesis. The advisory committee will also function as the thesis oral examining committee.

The Plan of Study should be filed during the first semester of graduate study. With advisory committee consent, changes in this plan of study can be made, including changes in advisory committee membership.

4.b. Progress toward graduation Students who are making progress toward graduation may take up to 5 years to complete the master's degree. Progress is defined as acceptably passing classes, progressing toward thesis and clinic requirement completion, and passing the comprehensive exam. Each student's progress toward degree completion is evaluated three times a year, shortly after the end of each semester.

4.c. Minimum Registration Minimum registration is 6 credit hours per year, plus students must be registered for at least two hours during the semester of the thesis defense (spring and summer together count as one semester).

4.d. Required Academic Courses The required academic courses are listed in the BYU Graduate Catalog and on the plan of study form. A total of 6 hours of thesis (699R) and at least 6 hours of clinical practicum (680R and/or 685R); these are taken one or two hours at a time across several semesters.

4.e. Non-BYU course ASLP equivalence Though a student may have taken courses elsewhere, BYU's Audiology and Speech- Language Pathology programs must certify to ASHA that the requirements for clinical certification have been met. Thus the ASLP department needs to be convinced that courses taken elsewhere are equivalent in breadth, depth, and rigor to BYU's courses.

The student should obtain a copy of the ASLP Undergraduate handbook, which lists required classes taught at BYU on the undergraduate level, and meet with the instructor of the BYU equivalent class, prepared with documentation such as texts, syllabus, exams, notes, etc. to determine course equivalence. Courses for which equivalence cannot be established are listed on the Plan of Study form and taken as part of the graduate program.

4.f. Course performance expectation Students must earn a grade of B (not B-) or better in any prerequisite or undergraduate class for it to count toward degree requirements. Students who receive a B- or lower in an undergraduate class must register for and complete the entire class the next time it is 179

180 offered. The GPA in undergraduate classes must also remain above 3.5 for satisfactory progress.

4.g. Clinical practicum The clinical experiences are the "labs" for the academic courses in both disorders and scientific foundations. Clinic constitutes approximately one-third of the student's graduate work. Students should plan their clinical work with the same care they plan their thesis and their academic program. Becoming a competent clinician and giving high- quality care to their clients should be high priorities. Clinical expectations are detailed in the manual for ASLP 685R.

4.g.1. Clinical hours A total of at least 375 clinical hours (including the 25 observation hours that the student should have earned as an undergraduate) are required by ASHA and for BYU graduation. Fifty of these hours must be completed on-site at BYU, before going to any extern sites. Students are required to earn their remaining hours in at least two other sites--generally one hospital and one school. Earning clinical hours in more than two other sites gives the student a broader experience base and is recommended for those wishing to become practicing clinicians.

BYU's clinical program is set up to thoroughly orient and train the student during the in- house phase, then to give them experience with many client types, in different extern settings. Descriptions of all the extern sites are on file in 136 TLRB. As the student completes the in-house training, they should consider which extern site options would best suit their interests.

4.g.2. Plan for clinical study During the first semester, the student meets with the clinic director to formulate a plan for clinical study. This is a term-by-term outline of the clinical program, similar in function to the study plan or the thesis prospectus. The plan for clinical study takes into account the student's workload, as it varies by semester with class and thesis plans. It helps assure that • the student will have high-quality clinical experiences • student demand is coordinated with site availability. • students are not scrambling to "get hours" at the end of their program • student individual clinical needs and interests are taken into account. The student must meet with the clinic director to have any changes in the clinical plan approved.

4.g.3. Student responsibility to clinical sites A site (extern site or BYU clinic) is a complete experience. Students don't "get hours" at their convenience; they work as a professional at a site on that site's terms until the experience is complete. Their cooperation with site requirements helps the ASLP 180

181 department to maintain harmonious relationships with the various sites; it also helps the student have a less fragmented, more satisfying and useful experience.

4.g.4. Clinic progress ratings Clinical progress is assessed by the clinic director, with input from on- or off-site supervisors. Progress ratings are based on a list of global and specific competencies (see clinical handbook).

4.g.5. Recording clinical hours Students are responsible to insure that practicum hours are safely recorded in the ASLP department office.

4.g.6. Client Confidentiality Agreement Each graduate student must have a signed Client Confidentiality Agreement form in their file in the ASLP department office before doing any observation, assessment, or treatment hours.

4.h. Thesis requirement A thesis is a written document that describes a completed research project which represents an original contribution to the knowledge of the field. This document describes the study's rationale, hypotheses, relevant literature, methods, findings, and conclusions. It is written to allow others to learn how and why the study was done, what was found, and what these findings might mean for the field

The thesis is usually a result of a student's close collaboration with one or more faculty members. It is available for review by anyone in the University and is the topic of the final oral examination, which examination is also known as the Thesis Defense, Oral Defense, or the Final Defense.

4.h.1. Selecting a thesis topic and chair The student selects a thesis chair from among the ASLP graduate faculty, subject to the chair's agreement. The graduate faculty are (in alphabetical order) Drs. Brinton, Channell, Culatta, Dromey, Fujiki, Harris, and McPherson. Chair selection is made mainly on the basis of the student's interest in doing a thesis in a faculty member's area of research expertise. When chosen, the thesis chair takes over as the student's general academic advisor as well. The selection of a thesis chair is made official by having that person sign (as chair) on the Plan of Study (Form 3). If circumstances such as major changes in thesis topic, preference, or faculty availability arise the student may select a different chair.

The university requires that the student take a cumulative total of (at least) 6 hours of thesis credit (ASLP 699R). The ASLP department requires that no more than two of these hours may be taken before prospectus approval. 181

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4.h.2. The sections of the thesis • Front pages: Several pages at the front of the thesis are mandated by the Graduate School, such as a title page, committee acceptance page, approval pages, abstract, table of contents, and so on. These front pages are available in electronic format and should be adapted for use. • Introduction: The Introduction gives an overview of the topic and justifies this topic as a contribution to the literature of the discipline. It cites facts which serve as premises from which the thesis topic is a logical deduction. It shows how the thesis addresses a topic of real concern or interest in current literature and explains why the study will add something non-trivial to that literature. It culminates with a succinct statement of the particular problem or hypotheses to be examined. • Review of Literature: In this section, the student demonstrates a clear understanding of the literature which surrounds and justifies the current topic. The sources of ideas important to the thesis are cited, and empirical studies which underlay or justify the focus or method of the current study are discussed in detail. • Method: The subjects, instruments, measures, and procedures are described here in sufficient detail to allow replication by other researchers. This section must build the reader's confidence that the data collected will be valid, reliable, and relevant to answering the research questions or hypotheses posed in the introduction. • Results: The findings of the study are presented here, illustrated with tables or figures as expedient. Explanation or interpretation is saved for the Discussion section. • Discussion: The findings (results) of the current study are discussed in reference to (a) the hypotheses or questions posed in the Introduction, (b) the methods used in the study, and (c) the findings or conclusions of other studies cited in the Introduction section. The implications of the findings for any theories or clinical practices discussed in the Introduction, as well as for future research, are described here. • References: All references cited anywhere in the thesis are included here. • Appendices: The committee may specify the inclusion of raw data, additional tables or figures, informed consent form, etc. as appendices.

4.h.3. Thesis style requirements Thesis style refers to the page layout, method of referencing, format for tables, and so on. The style of the front pages, and the requirements for margins, fonts, and other thesis aspects are set by the Graduate School. Other aspects are determined by the ASLP department.

4.h.4. APA Style and Variances Theses in ASLP will use the style guidelines in the Publication Manual of the American Psychological Association, 4th Ed., commonly known as the APA Manual, except for the sectional division (described above) and the following changes or clarifications: 1. Don't include a second title page or abstract; use only the University title and abstract pages as specified above. 182

183 2. Except for the front pages, the thesis is printed double-sided. Copies submitted to the library for binding must be on 24 pound, acid-free bond. 3. Margins: 1.5 inches on the bound edge, 1 inch on other edges, with the top of the page numbers one half inch from the top, one inch in from the outside edge. 4. No corner heading with the page number. 5. Tables may be single spaced but still (as in APA) leave a blank line above and below spanner lines. 6. Use italics instead of underlining throughout. 7. Tables and figures may be mixed into the text, or if on separate pages, collated into the text so as to be the next page after the page of first mention. The title should be kept with the table or figure. 8. Text and references must be double spaced. Appendices may be single spaced. 9. The top of sideways tables should be on the left, whether that table is on an odd- or even-numbered page.

4.h.5 The prospectus The prospectus is essentially the entire thesis minus the Results and Discussion sections and appendices containing data. It must include the university-specified front pages and meet the same format expectations as the final thesis. As such, the prospectus is a formalized plan for carrying out a research project. It describes the topic to be studied, justifies the study of a topic in light of published studies, and specifies the subjects, instruments, and procedures to be used in the study. Its preparation and the negotiation for its approval helps clarify the student's thinking about the proposed research and strengthens the student's ability to clearly describe the justification, method, and significance of the study to others.

The prospectus also serves as a contract between the student and the advisory committee. It says in effect that if the student carries out the study as described and approved, the advisory committee will accept it no matter what it may find, when the thesis is written and formatted acceptably. The prospectus is also a description of the study to those who review it for Human Subjects concerns or to those who can grant access to subjects.

4.h.5.a Prospectus meetings Multiple meetings of the advisory committee may be held. One of these meetings must be public and scheduled in advance; this meeting is called the prospectus defense. In this meeting, the student presents the prospectus and answers any questions about the study or the document. The student's goal is to convince the committee that the study is doable, important, and that the student knows what they are doing.

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184 4.h.5.b Prospectus defense scheduling A departmental form is used which calls for the student's name, prospectus title, and committee members; the student works with the committee to put the place, date, and time of the prospectus defense on the form. This completed form and a paper copy of the prospectus are given to the ASLP Graduate Coordinator at least one week before the meeting. The Graduate Coordinator puts the document in the ASLP office and sends an e-mail to all faculty inviting them to the prospectus defense.

4.h.5.c Recording prospectus completion After the prospectus defense, the student makes any necessary changes to the prospectus, obtains the approval signatures of committee members, and gives the form and a printed copy of the final prospectus to the Graduate Coordinator, who places these items in the student's folder in the ASLP office. For progress evaluation, the prospectus is considered to be completed when so added to the student's file.

4.h.6 The thesis defense The thesis defense is a public meeting, scheduled through the Graduate School, in which the degree candidate presents the thesis and defends the thesis by answering questions about it.

4.h.6.a Scheduling the thesis defense The thesis defense is scheduled at least two weeks in advance by filling out Form 8c, the Departmental Scheduling of Final Oral Examination form available from the ASLP secretaries, and obtaining the necessary signatures. The process involves: 1. The thesis chair decides that the thesis is ready for the other committee members to read. 2. The committee members are given at least 5 working days to read the thesis. Committee members typically suggest revisions or corrections. The student makes these changes in the thesis. 3. The thesis chair reads the corrected thesis and ascertains that it is in final form. The Departmental Scheduling of Final Oral Examination form (8c) specifies that for the thesis to be in satisfactory form its format, citations, and bibliographic style are consistent, acceptable, and fulfill university style requirements, and that its illustrative materials including figures, tables, and charts are in place. Other than the format of the preliminary pages, the university has departments specify the style manual to be followed; ASLP uses the APA Publication Manual (4th Ed.) along with the exceptions or extensions listed in this Graduate Handbook. 4. The date for the defense must be a time when the university is in session (i.e., during class or final exam days). The student works with the thesis advisory committee to find a mutually acceptable date and time. 5. After insuring that the thesis meets all format and style expectations, the thesis chair gives a copy of the thesis to graduate coordinator. The graduate coordinator examines the thesis and lets the thesis chair know if she or he can confirm that the thesis 184

185 is in satisfactory form. If the graduate coordinator notes any format errors, she or he will return the copy to the thesis chair. If the thesis is error free, the graduate coordinator notifies the thesis chair, places the copy in 136 TLRB as the departmental copy, and signs the scheduling form. In other words, the student is to write the thesis such that it conforms to all style and format requirements, and the thesis chair is to ascertain that all these style and format requirements have been met. The signature of the graduate coordinator just confirms that this process has worked satisfactorily. 6. The signed Form and the paper copy of the thesis are given to the ASLP secretary, who enters the form's information into the Graduate School computer system.

4.h.6.b Thesis defense tasks The committee specifies the manner in which the student presents the thesis. This may involve an oral narrative or a multimedia presentation. Committee members ask questions about the study and the thesis. When finished, the student and any observers are excused and the committee votes on the student's performance.

4.h.6.c Possible thesis defense outcomes The committee vote specifies one of four possible outcomes. 1. Pass: no changes are necessary; the thesis is accepted as is. 2. Pass with qualifications: The thesis needs minor changes. The committee chair holds up the results of the defense until the changes have been satisfactorily completed. 3. Recess: The thesis needs revision, further writing, or other fixing. Another defense is necessary but must be held at least one month later. 4. Fail: The student's degree program is terminated immediately.

4.i. The Comprehensive exam The comprehensive exam covers coursework in the major, both undergraduate and graduate, in both audiology and speech-language pathology and in allied areas like statistics. The purposes of the exam are: (a) to encourage review and study everything together, allowing new connections to be made and new insights to be gained; (b) to satisfy the faculty's need for some evidence of retention even after the classes have ended; and (c) to point out areas of possible weakness or shallowness.

The ASHA NTE Praxis exam serves as the written comprehensive examination. The comprehensive exam is passed when the department receives official notification (from NTE) of a student's score being at or above the national 75th percentile. This score level is printed on the Score report as the upper value of the middle 50% range. The exact passing score varies depending on the normative distribution for each administration of the exam. For the last two years, the 75th percentile has been met by a score of 660 in Audiology and 710 in Speech-Language Pathology, however, the numeric score corresponding to the 75th percentile may change from test administration to test administration. 185

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Infrequently, technical problems occur in NTE/Praxis test administration or score reporting. These problems must be handled between the student and NTE; the ASLP department will not become involved nor will the department attempt to adjust passing score levels. For example, a student may request from NTE a rescoring of their exam. Students should take the exam early enough that they can have a 75th or higher percentile score received by the ASLP department from NTE prior to the university deadline for graduation. The student is responsibile to see that an official NTE/Praxis passing score is received by the department. Students who are unable to pass the exam at the department- specified level may have their degree progress classified as unsatisfactory.

4.j. The Exit Interview Each student must have an exit interview with the department chair. This interview is scheduled in advance of the graduation deadline (but after successful completion of the thesis defense) to allow a review of the student's file, including checking of clinical requirement completion.

4.k. Graduation ceremonies Students who in the opinion of the advisory committee chair are close to completing all degree requirements may walk in the McKay School of Education Convocation and have their name read even if they have not met the university deadline for graduation that semester.

5. Financial Issues 5.a. Tuition Scholarships: New students are considered for tuition scholarships as part of the application process; the rankings generated for admissions are used for scholarships. Continuing students who have filed their plan of study and are making satisfactory progress toward degree completion are considered for these scholarships at the end of Winter Semester. Continuing students are ranked based on their performance (GPA) in courses taken the previous year. Scholarship recipients are notified of the dollar amount by letter.

Scholarship funds will be allocated 40% for Fall Semester and 60% for Winter Semester. Students receiving Winter scholarships may have part of the allocation shifted to Spring or Summer terms within that budget year by working with the ASLP department secretary prior to tuition deadline for the term(s) involved.

5.b. Assistantships Two kinds of assistantships are available. Both types are filled by individual faculty selection; students interested in working with/for a particular faculty member should let that faculty member know of their interest. 1. Departmental assistantships are funded as part of the department's yearly budget and include such duties as grading exams, holding lab or help sessions for classes, 186

187 assisting in clinic scheduling, etc. Hours worked are recorded on a time card and submitted through the ASLP departmental secretary. Faculty are allotted a certain number of departmental assistantship hours and select the student(s) to hold these positions. 2. Research assistantships are funded as part of faculty research grants and include such duties as data collection, language sample transcription, data analysis, etc. Faculty typically include in the grant proposal a budget for assistants to perform specified duties and select the student(s) to do this work. Hours worked are recorded on a time card and submitted through the ASLP departmental secretary.

6. Graduate Student Evaluation 6.a. Schedule Each graduate student is evaluated after each semester, with spring and summer terms considered as one semester.

6.b. Evaluation Procedures The faculty meet and for each student consider progress made during the semester in terms of courses taken and grades received, reports from clinical settings, a report from the thesis chair on progress, and a report from the department secretary or graduate coordinator on progress in filing documents (plan of study, prospectus approval, comprehensive exam scores, etc.).

Student progress is rated as Satisfactory, Marginal, or Unsatisfactory. Marginal progress is an expression of concern and is accompanied by a statement as to what must be done to return to satisfactory progress. The following conditions would generally lead to a Marginal progress evaluation: (a) no Plan of Study was submitted during the first year (b) no prospectus was approved during the second year (for students whose undergraduate degree was in ASLP) (c) the thesis defense was not passed during the third year (for students whose undergraduate degree was in ASLP) (d) social or communication deficiencies exist which impair professional success.

Students are expected to resolve specified concerns before the next review. Failure to resolve the matter on time will change the evaluation to Unsatisfactory progress. An Unsatisfactory progress evaluation may also result from: (a) poor performance in a class, such as a grade in a graduate class of less than a B-. Remediation will be specified by the instructor and may require such things as retaking the class, doing remedial work associated with the class, or taking other coursework. (b) poor performance in a clinical setting which requires an additional turn in that or a similar setting (c) cumulative graduate GPA falling below 3.0 (or below 3.5 if taking undergraduate prerequisite classes) 187

188 (d) the comprehensive exam being attempted but not passed at the ASLP department- specified level.

Students are dropped from the graduate program the third time they receive an Unsatisfactory progress evaluation. A student may also be dropped from the program if she or he: (a) fails to maintain minimum registration. (b) receives a marginal or unsatisfactory rating in a periodic review by the academic department and is unable or unwilling to comply with conditions for continuance outlined by the department. (c) fails to make what the department or the university deems to be satisfactory progress toward a graduate degree (d) fails the departmental comprehensive examination or the thesis defense (e) violates the university's standards of conduct or the Honor Code.

6.c. Notification Students receive a letter regarding each progress evaluation. This letter is signed by the ASLP department chair or graduate coordinator and is hand-delivered to the student in a meeting with the student's advisory committee chair. If the student is out of the area, the letter is sent through certified mail and the department documents attempts to contact the student by telephone.

7. Resources and other concerns 7.a. How long records are kept Student files are archived indefinitely. Student files older than 8 years will not be reviewed for certification compliance; however, former students may request copies of non-confidential information in their file. A fee may be charged for this.

7.b. Faculty access and availability Faculty are typically under contract for Fall and Winter Semesters and for either Spring or Summer Term. Faculty should advise their thesis students of longer (one week or more) planned absences. Students must take faculty availability into account in planning and scheduling.

7.c. Student mail boxes Mailboxes are provided in the hall across from room 111 TLRB. Students should not leave valuables or any confidential material in these mailboxes as the hall is open to the public.

7.d. Computer and network access Computer resources are provided by the university; a computer lab with web access is in room 178 TLRB. Each student is also given an email account on Route Y by the university. 188

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7.f. Lab access and TLRB access Access to labs is gained through ASLP faculty; the ASLP secretary can provide passes which are required for after-hours and Saturday presence in the Taylor building.

7.g. Student Organizations NSSLHA, the National Student Speech Language Hearing Association, is the student branch of ASHA. Typically pronounced as "nish-luh", it exists both at a national level and as a local chapter at BYU. Membership in the national NSSLHA costs around $40 and includes subscriptions to several ASHA journals (which cost the faculty $180/year) as well as a discount on the cost of joining ASHA. NSSLHA membership also allows a reduced price on registration for the annual ASHA national convention, access to a job placement service, etc.

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190 7.h. Student representation One Audiology graduate student and one SLP graduate student (and the NSSLHA president) are elected by their peers to attend faculty meetings, where they get information, present concerns, advise the faculty, etc. This election is carried out by the graduate coordinator.

7.i. Grievances Concerns or grievances may be general (i.e., changes needed in the curriculum, comprehensive exam policies, etc.) pertaining to all students, or they may be specific to a student, or exist between a student and faculty member. General concerns may be voiced to any graduate faculty member, to the ASLP Department chair, or through the Audiology or SLP student representative (or the NSSLHA president) who may present the issue in faculty meeting.

Specific concerns should first be discussed with the faculty member involved, in accordance with Matthew 18:15 and Doctrine and Covenants 42:88. If no resolution is obtained, both the student and faculty member should schedule a joint meeting with Dr. McPherson. If Dr. McPherson cannot resolve the problem, he will involve the School of Education Dean's Office, and so on up the hierarchy as needed. Students may also contact the CAA, the accrediting affiliate of ASHA. The address for this group may be obtained from the department chair.

If a graduate student needs to be chastened, corrected, talked to, or made aware of something, the other faculty involved will tend to have the student's advisory/thesis chair be the one to carry out the task. The chair is the student's advocate and defender but also acts as counselor and, of anyone on the faculty, takes responsibility for maximizing the student's performance.

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APPENDIX E: SUMMARY OF 1997 GRADUATE COUNCIL REVIEW

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APPENDIX F: SUMMARY OF 1998 ASHA CAA RE-ACCREDITATION

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Response attached to the 1999 CAA Annual Report

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Form 3 APPENDIX G: STUDY LIST FOR MASTER'S DEGREE STUDENTS AUDIOLOGY

Name: BYU ID#: Date:

Local Address: Street Address City, State Zip

Major: AUDIOLOGY Degree Sought: MS

Program type: THS Minimum hours required: 45 COURSE WORK Pre- Reqt Course program Course Type Dept Number Hours Type Description MAJ ASLP 500 3 RESEARCH METHODS MAJ ASLP 544 2 PSYCHOACOUSTICS MAJ ASLP 616 2 ACOUSTIC IMPEDANCE MEASURES MAJ ASLP 617 3 AUDITORY EVOKED POTENTIALS MAJ ASLP 618 2 VESTIBULAR EVALUATION MAJ ASLP 619 2 OTOACOUSTIC EMISSIONS MAJ ASLP 638 3 ADVANCED HEARING TESTS & MEASURE MAJ ASLP 639 2 COMMUNITY & INDUSTRIAL AUDIOLOGY MAJ ASLP 641 3 HEARING AIDS MAJ ASLP 642 2 ADVANCED HEARING AIDS MAJ ASLP 643 2 ADULT AURAL REHABILITATION MAJ ASLP 671 2 INSTRUMENTATION-CALIBRATION PATHOLOGIES OF THE AUDITORY MAJ ASLP 673 3 MECHANISM MAJ ASLP 685R 6 06827/04 PRACTICUM IN CLINICAL AUDIOLOGY MAJ ASLP 690R 2 09367/01 SEMINAR IN AUDIOLOGY THS ASLP 699R 6 MASTER’S THESIS

Total hours = (must total at least the minimum required for the degree and include only major, minor, elective, and thesis courses)

Signature of Student: Date: Signature of Committee Chair: Date: Signature of Member: Date: Signature of Member: Date: Signature of Graduate Coordinator Date:

203

INSTRUCTIONS (Master's Degree)

1. As you fill in the top portion of the form, if you are not certain of the program type and minimum number of hours required for your degree, ask your graduate advisor. A minor must be approved by both the major and the minor departments.

2. List each course you plan to include as part of your master's degree by name of department (use the class schedule abbreviations), course number, credit hours, and course description. List prerequisite courses first. If you list "R" classes, list them only once and total the hours. For example, do not list ASLP 699R three times for 2.0 hours each, but list the course once for 6.0 hours.

3. Using the following abbreviations, identify the requirement type (in the Reqt type column) that each course fills:

PRQ for prerequisite courses MAJ for major courses MIN for minor courses (but only if you have declared a minor) ELC for elective courses THS for thesis course PRJ for project course

4. Using the abbreviations below, identify (in the Pre-program type column) those pre-program courses you plan to count as part of your master's degree (the total of transfer [TRN], senior [SEN], and non- degree [NDG] credit cannot exceed 10 hours):

TRN for any transfer courses from other schools that will apply to the BYU master's degree. SEN for any courses you took before you received your bachelor's degree and which you wish to count as part of your master's degree. Check with your undergraduate advisement center to be certain there is no double application of credit. NDG for any courses you took after you received your bachelor's degree but before you were admitted to your master's program.

5. Obtain signatures of the faculty who will serve as your advisory committee. Your advisory committee must consist of three graduate faculty members*. If you have received approval to declare a minor, one of the committee members must be from the minor department.

*Brinton, Channell, Culatta, Dromey, Harris, and McPherson

After completing the study list form, give it to your department for approval and computer entry. When the Study List is approved, you will receive a verifying progress report. Use two forms if you need more space to list courses.

204 Form 3

STUDY LIST FOR MASTER'S DEGREE STUDENTS NON-BYU AUDIOLOGY UNDERGRADUATE DEGREE

Name: BYU ID#: Date:

Local Address: Street Address City, State Zip

Major: AUDIOLOGY Degree Sought: MS

Program type: THS Minimum hours required:

COURSE WORK Pre- Reqt Course program Course Type Dept Number Hours Type Description PRQ ASL 101 3 SIGN LANGUAGE PRQ IP&T 286 1 INSTRUCTIONAL TECHNOLOGY IN TEACHING PRQ MAT 110 3 COLLEGE ALGEBRA H PRQ PHSC 167 3 DESCRIPTIVE ACOUSTICS OF MUSIC & S SPEECH PRQ STAT 221 3 PRINCIPLES OF STATISTICS 2 PRQ ZOOL 260 3 ELEMENTARY HUMAN ANATOMY INTRODUCTION TO SPEECH-LANGUAGE PRQ ASLP 133 2 PATHOLOGY & AUDIOLOGY PRQ ASLP 230 3 LANGUAGE SCIENCE PRQ ASLP 320 3 SPEECH ANATOMY PRQ ASLP 321 3 SPEECH SCIENCE PRQ ASLP 330 3 LANGUAGE DEVELOPMENT PRQ ASLP 331 3 PHONOLOGY PRQ ASLP 334 3 BASIC HEARING SCIENCE PRQ ASLP 350 3 LANGUAGE DISORDERS PRQ ASLP 351 3 DISORDERS OF ARTIC & PHONOLOGY PRQ ASLP 434 2 PEDIATRIC AUDIOLOGY PRQ ASLP 438 3 HEARING TESTS & MEASURES SPEECH & LANGUAGE FOR HEARING PRQ ASLP 444 3 IMPAIRED PRQ ASLP 450 3 AUDIOLOGY & SPEECH-LANG. PATH. IN THE SCHOOLS

205 STUDY LIST FOR MASTER'S DEGREE STUDENTS 2 (FOR NON-BYU AUD UNDERGRADUATES)

COURSEWORK Pre- Reqt Course program Course Type Dept Number Hours Type Description MAJ ASLP 500 3 RESEARCH METHODS MAJ ASLP 544 2 PSYCHOACOUSTICS MAJ ASLP 616 2 ACOUSTIC IMPEDANCE MEASURES MAJ ASLP 617 3 AUDITORY EVOKED POTENTIALS MAJ ASLP 618 2 VESTIBULAR EVALUATION MAJ ASLP 619 2 OTOACOUSTIC EMISSIONS MAJ ASLP 638 3 ADVANCED HEARING TESTS & MEASURES MAJ ASLP 639 2 COMMUNITY & INDUSTRIAL AUDIOLOGY MAJ ASLP 641 3 HEARING AIDS MAJ ASLP 642 2 ADVANCED HEARING AIDS MAJ ASLP 643 2 ADULT AURAL REHABILITATION MAJ ASLP 671 2 INSTRUMENTATION-CALIBRATION PATHOLOGIES OF THE AUDITORY MAJ ASLP 673 3 MECHANISM MAJ ASLP 685R 6 06827/04 PRACTICUM IN CLINICAL AUDIOLOGY MAJ ASLP 690R 2 09367/01 SEMINAR IN AUDIOLOGY THS ASLP 699R 6 MASTER’S THESIS

Total hours = (must total at least the minimum required for the degree and include only major, minor, elective, and thesis courses)

Signature of Student: Date:

Signature of Committee Chair: Date:

Signature of Member: Date:

Signature of Graduate Coordinator: Date:

206

INSTRUCTIONS (Master's Degree)

3. Using the following abbreviations, identify the requirement type (in the Reqt type column) that each course fills:

PRQ for prerequisite courses MAJ for major courses MIN for minor courses (but only if you have declared a minor) ELC for elective courses THS for thesis course PRJ for project course

TRN for any transfer courses from other schools that will apply to the BYU master's degree SEN for any courses you took before you received your bachelor's degree and which you wish to count as part of your master's degree. Check with your undergraduate advisement center to be certain there is no double application of credit. NDG for any courses you took after you received your bachelor's degree but before you were admitted to your master's program.

*Brinton, Channell, Culatta, Dromey, Fujiki, Harris, and McPherson

207 Form 3

STUDY LIST FOR MASTER'S DEGREE STUDENTS (See back for instructions.) SPEECH-LANGUAGE PATHOLOGY

Name: BYU ID#: Date:

Local Address: Street Address City, State Zip

Major: SPEECH-LANGUAGE PATHOLOGY Degree Sought: MS

Program type: THS Minimum hours required: 45 COURSE WORK Pre- Reqt Course program Course Type Dept Number Hours Type Description PRQ ASLP 458 3 SEN FLUENCY DISORDERS MAJ ASLP 500 3 RESEARCH METHODS MAJ ASLP 573 3 APHASIA MAJ ASLP 574 3 COMM DIS SEVERE DISABILITIES MAJ ASLP 575 3 MOTOR SPEECH DISORDERS MAJ ASLP 630 3 THEORIES OF LANGUAGE INTERVENTION MAJ ASLP 633 2 DYSPHAGIA MANAGEMENT MAJ ASLP 634 2 HEAD TRAUMA MANAGEMENT MAJ ASLP 636 3 MULTI CULTURAL ISSUES IN SLP MAJ ASLP 657 3 VOICE AND RESONANCE DISORDERS MAJ ASLP 658 2 FLUENCY DISORDERS MAJ ASLP 677 3 COMPUTER ASSISTED LANGUAGE ASSESSMENT MAJ ASLP 679 3 LANGUAGE IMPAIRMENT IN CHILDREN MAJ ASLP 680R 2 09366/00 INTERNSHIP (PRACTICUM IN THE SCHOOLS) MAJ ASLP 685R 4 06827/03 PRACTICUM IN SLP THS ASLP 699R 6 THESIS

Total hours = (must total at least the minimum required for the degree and include only major, minor, elective, and thesis courses)

Signature of Student: Date:

Signature of Committee Chair: Date:

Signature of Member: Date:

Signature of Graduate Coordinator Date:

208

INSTRUCTIONS (Master's Degree)

3. Using the following abbreviations, identify the requirement type (in the Reqt type column) that each course fills:

PRQ for prerequisite courses MJ for major courses MIN for minor courses (but only if you have declared a minor) ELC for elective courses THS for thesis course PRJ for project course

5. Obtain signatures of the faculty who will serve as your advisory committee. Your advisory committee must consist of three graduate faculty members. If you have received approval to declare a minor, one of the committee members must be from the minor department.

*Brinton, Channell, Culatta, Dromey, Fujiki, Harris, and McPherson

209

Form 3

STUDY LIST FOR MASTER'S DEGREE STUDENTS (See attached page for instructions.)

NON-BYU SPEECH-LANGUAGE PATHOLOGY UNDERGRADUATE DEGREE

Name: BYU ID#: Date:

Local Address: Street Address City, State Zip

Major: SPEECH-LANGUAGE PATHOLOGY Degree Sought: MS

Program type: THS Minimum hours required:

COURSE WORK Pre- Reqt Course program Course Type Dept Number Hours Type Description PRQ ASL 101 3 SIGN LANGUAGE PRQ IP&T 286 1 INSTRUCTIONAL TECHNOLOGY IN TEACHING PRQ MAT 110 3 COLLEGE ALGEBRA H PRQ PHSC 167 3 DESCRIPTIVE ACOUSTICS OF MUSIC & S SPEECH PRQ STAT 221 3 PRINCIPLES OF STATISTICS PRQ ZOOL 260 3 ELEMENTARY HUMAN ANATOMY INTRODUCTION TO SPEECH LANGUAGE PRQ ASLP 133 2 PATHOLOGY & AUDIOLOGY PRQ ASLP 230 3 LANGUAGE SCIENCE PRQ ASLP 320 3 SPEECH ANATOMY PRQ ASLP 321 3 SPEECH SCIENCE PRQ ASLP 330 3 LANGUAGE DEVELOPMENT PRQ ASLP 331 3 PHONOLOGY PRQ ASLP 334 3 BASIC HEARING SCIENCE PRQ ASLP 350 3 LANGUAGE DISORDERS PRQ ASLP 351 3 DISORDERS OF ARTIC & PHONOLOGY PRQ ASLP 434 2 PEDIATRIC AUDIOLOGY PRQ ASLP 438 3 HEARING TESTS & MEASURES SPEECH & LANGUAGE FOR HEARING PRQ ASLP 444 3 IMPAIRED PROFESSIONAL PRACTICES IN PRQ ASLP 450 3 SCHOOLS AND OTHER SETTINGS

210

STUDY LIST FOR MASTER'S DEGREE STUDENTS 2 FOR NON-BYU SLP UNDERGRADUATES)

COURSE WORK Pre- Reqt Course program Course Type Dept Number Hours Type Description PRQ ASLP 458 3 SEN FLUENCY DISORDERS MAJ ASLP 500 3 RESEARCH METHODS MAJ ASLP 573 3 APHASIA MAJ ASLP 574 3 COMM DIS SEVERE DISABILITIES MAJ ASLP 575 3 MOTOR SPEECH DISORDERS MAJ ASLP 630 3 THEORIES OF LANGUAGE INTERVENTION MAJ ASLP 633 2 DYSPHAGIA MANAGEMENT MAJ ASLP 634 2 HEAD TRAUMA MANAGEMENT MAJ ASLP 636 3 MULTI CULTURAL ISSUES IN SLP MAJ ASLP 657 3 VOICE AND RESONANCE DISORDERS MAJ ASLP 658 2 FLUENCY DISORDERS MAJ ASLP 677 3 COMPUTER ASSISTED LANGUAGE ASSESSMENT MAJ ASLP 679 3 LANGUAGE IMPAIRMENT IN CHILDREN MAJ ASLP 680R 2 09366/00 INTERNSHIP (PRACTICUM IN THE SCHOOLS) MAJ ASLP 685R 4 06827/03 PRACTICUM IN SLP THS ASLP 699R 6 THESIS

Total hours = (must total at least the minimum required for the degree and include only major, minor, elective, and thesis courses)

Signature of Student: Date:

Signature of Committee Chair: Date:

Signature of Member: Date:

Signature of Graduate Coordinator Date:

211

INSTRUCTIONS (Master's Degree)

3. Using the following abbreviations, identify the requirement type (in the Reqt type column) that each course fills:

PRQ for prerequisite courses MAJ for major courses MIN for minor courses (but only if you have declared a minor) ELC for elective courses THS for thesis course PRJ for project course

5. Cross out any courses not required.

6. Obtain signatures of the faculty who will serve as your advisory committee. Your advisory committee must consist of three graduate faculty members*. If you have received approval to declare a minor, one of the committee members must be from the minor department.

*Brinton, Channell, Culatta, Dromey, Fujiki, Harris, and McPherson

212

DEPARTMENT OF AUDIOLOGY AND SPEECH-LANGUAGE PATHOLOGY EXIT INTERVIEW

1. PERSONAL AND SOCIAL NOTES (NUMBER CORRESPONDING AREAS) 2. Has any incident occurred or have you ever felt sexually harassed by any faculty member? 3. Have you ever felt, or was it ever necessary, for you to perform any ______type of ‘personal favor’ for a faculty member that, in your opinion, failure to do so would result in academic or social ‘punishment’? ______4. Do you feel the faculty has treated you with respect and kindness? ______5. Although you were a student, do you feel that you were treated in a professional manner by the faculty? ______

6. ACADEMIC PREPARATION ______7. Do you feel you were adequately prepared academically? ______8. What courses do you feel were the most relevant to you academic ______preparation? 9. Are there any courses that you feel were probably not worthwhile? ______10. Do you feel that there are other courses or areas that should have been ______covered but were not included in your academic coursework? 11. Do you feel that the academic program is challenging and rigorous? ______12. What changes would you make in the academic program? ______13. What letter grade would you give the academic portion of your program? ______

14. CLINICAL PREPARATION ______15. Did the academic coursework prepare you, intellectually, for your ______clinical experiences? ______16. Were there any inappropriate behaviors toward you on the part of any of your clinical supervisor or their employees? ______17. How was the clinical experience at BYU? ______18. What would you do to improve the clinical experience at BYU? 19. Please tell me about your extern sites, especially as it relates to the ______quality of supervision, clinical material, clinical experiences, and ______responsibilities given to you. 20. What would be your recommendation as to future clinical rotations? ______21. What grade would you give the clinical portion of your program? ______22. THESIS EXPERIENCE ______23. In general, what were your feelings about your thesis experience? 24. Given your experience, if you had a choice of additional course work, ______additional clinical externships, and a rigorous qualifying examination ______in lieu of the thesis what choice would you make regarding the two options? ______25. One of the purposes of the thesis experience is to have the opportunity ______to be mentored by a senior faculty member. Do you feel this occurred in your situation? ______26. What did you learn from the thesis experience? ______27. What grade would you give the thesis experience of your program? ______28. GENERAL CONSIDERATIONS 29. Given your graduate program in ASLP at BYU would you choose to ______complete your graduate studies at BYU? ______30. If a doctorate degree had been available instead of a master’s degree would you have pursued the doctorate if it took three years post- ______baccalaureate to complete? Four years? ______31. Do you feel BYU has given you good pre-professional preparation? 32. Overall, what grade would you give your program at BYU? ______33. Are there any other comments you wish to convey regarding your program at BYU?

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