Congratulations to the entire NYU National Student Speech Language Hearing Association (NSSLHA) chapter on receiving 2019 Gold Chapter Honors — the highest level of recognition awarded by National NSSLHA.
The NYU NSSLHA chapter demonstrated an outstanding effort to inspire, empower, and support students studying communicative sciences and disorders by organizing a range of impactful activities in the past academic year.
Among these events, NYU NSSLHA orchestrated a letter-writing campaign advocating for the Audiology Patient Choice Act, a piece of legislation that aims to expand individuals’ access to audiology services. The chapter also organized a variety of community outreach events to increase NYU’s awareness of the field, including hosting public webinar discussions on communication change for transgender or gender non-conforming individuals. Members also joined together for 5K race in honor of Better Speech and Hearing Month.
Students were also recognized for their commitment to fundraising throughout the year, supporting National NSSLHA’s efforts to provide scholarships to future speech-language pathologists in need of financial support.
What sparked your initial interest in researching stuttering?
I’m a person who stutters — that was probably the initial catalyst. I used to work in the financial services industry, and at that point, I was in a pretty bad place with my own stuttering. After having an amazing experience with therapy, I realized, “I want to be a catalyst in other people’s lives in the way my therapy was for me.” So I went back to school to get my master’s so I could become a speech therapist.
After a couple of years of working as a clinician, I decided that I wanted to pursue a PhD because there wasn’t enough that the field knew about stuttering. It’s interesting because stuttering basically started the field of speech pathology — it’s probably researched more than any other speech-language impairment. But in some ways, it’s one of the disorders that we know the least about. We know stuttering is context-based, we know it’s socially driven, but we don’t fully understand it yet — and that’s what my work tries to figure out.
That’s interesting. Why is stuttering so hard to fully study?
The tricky thing about studying stuttering is that it’s variable. Sometimes people will stutter on one word in one situation, and then while producing the same word in another situation, they won’t stutter. It’s very context-based, which makes it hard to elicit stuttering in a controlled research environment.
You were just awarded a substantial R21 Early Career NIH grant to research “The Impact of Social-Cognitive Processing on Stuttering.” How will this study address the particular challenges in researching stuttering?
We’re actually getting people to stutter in the lab. One of the shortcomings of prior work is that researchers looked at the brain in non-social contexts, like when a person who stutters is reading words off a computer monitor. If stuttering is a social phenomenon, we should look at it in the context of social interaction — that’s what’s really novel about the project.
The technique we’re using is called functional near-infrared spectroscopy (fNIRS), a brain imaging technique that uses light to detect changes in blood flow in the brain and provides an indirect measure of neural activation. The problem with many standard, widely-used neuroimaging techniques is that the process is really unnatural. For example, during fMRI of the brain, a person has to lie down in a giant magnet — and can’t really talk because any movement is going to create noise in the data. The nice thing about fNIRS is that you just put a cap on somebody and he or she can sit upright, across from another person, and talk — allowing us to put “the social” into stuttering experiments.
The paper in the Journal of Fluency Disorders looks at a phenomenon called anticipation. In many many instances, people who stutter know which word they’re going to stutter on — that’s anticipation. The tricky thing about anticipation is that the speech pathologist can’t see it. It’s a covert phenomenon, but it’s so central to the stuttering experience. In previous work, I created a scale called the Stuttering Anticipation Scale, which essentially helps us quantify how often people who stutter engage in different kinds of responses to anticipation. We’re trying to make the unobservable observable.
In this particular study, we did a factor analysis leveraging the scale where we tried to identify the different ways people were responding to anticipation. We found that people tend to display one of three responses: avoiding an anticipated word, implementing a speaking strategy to help them say the word, or stuttering regardless of anticipation. The next step is to research any links that seem to make an individual more likely to engage in one of those responses over another.
To date, the paper in Neuroscience is the largest fNIRS study of adults who stutter. We looked at the differences in speech planning versus speech execution, which is something that hasn’t really been previously looked at all that much. And we found differences between those two processes that will give us more information on overall speech production in the long run.
What is something you wish more people knew about stuttering?
The first thing that comes to mind is the covert nature of stuttering. People who stutter get very adept at knowing they’re going to stutter and preventing stuttering from coming to the surface. We have to do a better job of explaining that while stuttering may not be seen or heard, a person could still be stuttering beneath the surface.
To participate in the drive, donors submit recordings of their own voices to a “Human Voicebank” to be potentially matched with a recipient who shares similar vocal characteristics. Once a match is made, the donor’s recordings are blended with 2-3 second samples of the recipient’s voice to create a synthetic voice that maintains the vocal quality and identity of the individual with communication loss.
The drive is being held in collaboration with VocaliD, a company that was founded by a speech-language pathologist to create custom digital voices.
The voice drive will run through June 21. To contribute your voice to VocaliD’s Human Voicebank, email email@example.com.
We sat down with Jayna Miller, a student in the online Speech@NYU program offered through NYU Steinhardt’s Department of Communicative Sciences and Disorders. This year, Jayna moved across the country to help her son turn his Paralympic table tennis dreams into reality — all while working toward her master’s in speech-language pathology.
Tell me a little bit about yourself.
I published a children’s book several years ago and believed that writing and illustrating books would unquestionably turn into a career. However, when I had my first son, Andrew, my focus turned to his medical needs. He was born with a rare — and usually lethal — type of dwarfism called Campomelic Dysplasia. We were told not to expect him to live more than a few hours, but he showed us that he had different plans. Even though his life has been punctuated by surgery (he has had more than thirty orthopedic and neurosurgeries since birth) he has refused to allow it to handicap him. Recently, we relocated to California from Ohio so that Andrew could pursue his dream of qualifying for the Paralympics in table tennis. He now trains with the US Paralympic table tennis coach, competes in tournaments across Europe and South America, and plans to attend law school someday.
What was it like relocating across the country while continuing your studies?
It was challenging. We decided rather quickly to move forward with this about a year ago when Andrew had a big leg surgery that didn’t go well and he wasn’t going to be able to walk anymore. I felt like I had to do something to really show him that he could still do amazing things. So we decided to come out here so he could train with one of the US Paralympic table tennis coaches.
Andrew has training about six days a week twice a day now. I’ve learned to fit in school work and studying around his schedule. I’ll get up early if I need to, take him to practice, come back home, do more school work, take him back to practice, and sometimes work late if I need to. There were adjustments, but seeing Andrew so happy — seeing him be able to pursue his dream — has definitely made this worthwhile.
Good luck training, Andrew! How did he get started playing table tennis?
Growing up, I really tried to keep Andrew’s focus on things that were positive and activities that he could do. When he was 12, I bought a ping pong table for Christmas. My other son is a competitive tennis player, and I thought, “This is something that both of the boys can do together.” Andrew immediately took to it.
After a couple of years, someone suggested that he enter a local tournament. He did, and he was beating grown men! We found a coach in Columbus who could give him a few lessons and he started winning more tournaments and getting these huge trophies.
Then someone suggested we think about Paralympic table tennis. We took Andrew to a tournament in Las Vegas. He was playing and the national US Paralympic National Team Coach for table tennis walked by. She introduced herself and said she thought Andrew had a lot of potential. They started having weekly Skype lessons until we moved to San Diego.
Andrew has since won his first big international table tennis match. He really wants to get to the Paralympics in Tokyo next year — he’s so motivated right now.
Can you tell me about what sparked your interest in pursuing speech-language pathology? Why now?
I was always interested in language when I was younger. But I didn’t really know about speech-language pathology until I had Andrew. He was born with a cleft of the soft palate, so we started working with SLPs probably day eight of his life. Later we were told that he was severe to profoundly deaf and that he would eventually be completely deaf. We found a school in Ohio that specifically focuses on teaching deaf students how to speak, and within three years he went from using 100 percent sign language to being 100 percent oral. All the while, I was observing the power of SLP intervention and thinking, “It is amazing to watch your child go from not being able to communicate anything to reading stories, writing stories, and giving speeches.”
When I got divorced 8 years ago, the first thing that came to mind was “I’m going to go back to school and I’m going to be a speech pathologist.” I started applying to grad school and learned that NYU had an online program.I looked at on-campus programs, but at the time, my kids were finishing high school and I didn’t want to have to move away. NYU stood out because of its reputation and because the people who contacted me from the program were so friendly, supportive, and enthusiastic. They really seemed to want to help me get in.
What would you tell other people thinking about pursuing an online degree?
It takes a lot of dedication and resilience to make it as an adult online student– but it absolutely can be done. There were plenty of obstacles in my way, but I’m progressing toward my degree with the help of NYU’s amazing group of advisors. They’re making sure I have support — because life happens.
NYU Steinhardt’s Department of Communicative Sciences and Disorders is pleased to announce that Assistant Professor Sonja Molfenter was honored at the Dysphagia Research Society Awards for her investigations of nutrition and swallowing in healthy aging.
As part of the recognition, Molfenter was awarded the Sumiko Okada Fellowship, which enables researchers studying dysphagia to present their work at the Japanese Society of Dysphagia Rehabilitation in September.
The department is also excited to report that alumna Erica Herzberg, a speech-language pathologist at NYU Langone Rusk Rehabilitation who continues to work part-time in Dr. Molfenter’s lab, was also recognized at this year’s Dysphagia Research Society Awards.
Herzberg received the Spring Publishing Travel Scholarship in the clinician category, which supports honorees’ attendance of the Dysphagia Research Society Annual Meeting and Preconference.
Christina Foto Nelson, alumna of NYU Steinhardt’s MS in Communicative Sciences and Disorders program, is a speech-language pathologist at PS 84 in Brooklyn, NY. She is a part of the school’s ASD Nest inclusion program, a collaborative program between the NYC Department of Education and NYU Steinhardt for students with Autism Spectrum Disorder (ASD) in community schools.
Christina works primarily with K-4 students with ASD, utilizing specialized social interventions to engage them in authentic, shared experiences, foster peer connections, and develop problem-solving abilities.
We spoke with Christina to learn more about her work and the advice she has for future speech-language pathologists entering the field.
How do you think your time at NYU Steinhardt shaped your career path?
My first field placement experience at PS 165 in the ASD Nest program truly shaped my career as a speech-language pathologist. During my time there, I witnessed the value of the program and solidified my passion for working with students with ASD.
What techniques do you use to engage your ASD students in the speech-language process?
At the beginning of every year, I gather information about what my students are interested in and plan long-term projects surrounding their areas of interest. For example, one of my second-grade groups all share an interest in outer space. Across several months, they worked together to make a telescope, build a rocket ship, and create imaginary planets and aliens. After we completed those projects, we celebrated by traveling in our rocket ship to go on “space adventures” to visit the different planets we created!
What is your favorite memory from your time at NYU Steinhardt?
It’s hard to choose, but one of my favorite memories was being assigned my first client in the department’s on-campus clinic. After years of coursework, it was finally time to put my knowledge into practice!
What advice would you give to current students preparing to become speech-language pathologists?
Do not underestimate the power of investing time and energy in building a positive relationship with all of the students or clients on your caseload. When you have a strong foundation to work from, you can push them to do the tasks that might be the most challenging.
This semester, 96 students in the Steinhardt online MS program in Communicative Sciences and Disorders, Speech@NYU, traveled to New York City from across the country to participate in an on-campus immersion alongside faculty and peers. Over the course of four days, Practicum I and Practicum II students had the opportunity to dive into local field work and develop their clinical competencies through hands-on workshops.
Following a welcome breakfast and introduction led by CSD Chair Christina Reuterskiold, students embarked on a dynamic schedule of events with their online cohorts.
“We see each other online on a daily basis, but it’s great to meet in person,” said Carolin Amperse, a Practicum I Speech@NYU student who traveled to the immersion from California.
Through a series of collaborative workshops, program faculty taught students essential clinical techniques, such as best practices for conducting hearing screenings, oral-sensorimotor examinations, and working with early childhood populations.
The immersion also included a mock diagnostic simulation that enabled Practicum I students to experience the clinical diagnostic process from start to finish. Practicum II students meanwhile participated in the session to provide mentorship and share feedback with individuals in the first year of the program.
During the latter half of the immersion, students in both cohorts visited local field sites to administer hearing, speech, language, swallowing, and cognitive screenings to members of the community.
Students pursuing on-campus degrees through the department were also present throughout the immersion, participating in events such as National Student Speech Language Hearing Association Night. At this event, online and on-campus students worked together to prepare supplies for Jumpstart, an early education organization that provides language, literacy, and socio-emotional programming to children in under-resourced communities.
The department looks forward to hosting future cohorts of Speech@NYU students at the clinical immersion experience and welcoming Practicum I students back to campus next semester as a part of Practicum II.
Students pursuing NYU Steinhardt’s MS in Communicative Sciences and Disorders have the possibility of completing their degrees online through Speech@NYU. The program is designed to provide students located across the country with access to a rigorous SLP curriculum taught by NYU faculty actively working as clinicians and researchers in the field.
This May, the department will celebrate an exciting milestone — the very first graduation of a Speech@NYU cohort. The program’s inaugural class of online students will join together on campus for a third time to enjoy a graduation ceremony and celebration.
This fall, 37 students in NYU Steinhardt’s new online MS in Communicative Sciences and Disorders program Speech@NYU spent their first weekend on campus to experience the sights and sounds of New York city. The students had the chance to immerse themselves in local clinical settings, mock diagnostic evaluations, and clinical workshops within the department. Practicum I and Practicum II students in this program of study will spend two long weekends on campus cultivating their skill set to meet clinical competencies during their time in the online MS program.
The three-day event began with an orientation breakfast and getting-to-know-you gathering led by Erin Embry, Clinical Assistant Professor and Director of Online Education, and Christina Reuterskiold, Associate Professor and Chair of the Department of Communicative Sciences and Disorders. Ted Magder, Vice Dean for Academic Affairs at NYU Steinhardt, also spoke to the students about the important role online learning has in the school’s goals of innovation, impact, and inclusion. This is the first time the online cohort of students were able to meet each other in person and share their experiences about being part of this groundbreaking new program at NYU. That same evening, students, faculty, and staff of the CSD department enjoyed an “Escape the Room” adventure and shared in some food and drink at a local restaurant.
The main reason for the students to be present on campus was to participate in clinical experiences in schools and sites that often work with the CSD department’s on-campus MS program. Immersion sites included: Dream Charter School, Democracy Prep Charter School, Children’s Aid Society, and East Calvary. The locations were arranged in partnership with City Sounds, a pediatric based speech-language pathology center serving the New York metropolitan area. NYU CSD faculty and City Sounds supervisors accompanied the online students as they gained valuable hands-on experiences and observation hours at the various locations.
To round out the weekend, students participated in workshops in which they gained hands-on experience with standardized speech and language assessments, as well as learned to use various tools such as portable audiometers, audiology booths and othersthat they will encounter in their clinical experiences during the program and as professional clinicians. They also participated in mock diagnostics to evaluate what they had learned in the program thus far.
The department was thrilled to welcome the Speech@NYU students to campus, and look forward to hosting future cohorts each semester.
We are delighted to congratulate Dr. Belinda Daughrity on her new position as a tenure track assistant professor in the department of Speech-Language Pathology at California State University, Long Beach.
Dr. Daughrity completed her B.A. in English and Spanish at Spelman College, her M.A. in speech-language pathology and audiology in the Department of Communicative Sciences and Disorders at NYU Steinhardt, and her Ph.D. in Education with a specialization in Human Development and Psychology at UCLA. Her research interests include social skills and parent involvement in children with autism spectrum disorders, as well as barriers to early access to diagnosis and treatment of autism in communities of color.
We spoke with Dr. Daughrity about her background, her time at NYU, and her advice for students looking to break into the field.
Where are you originally from, and what brought you to NYU?
I’m originally from Los Angeles, CA. I chose NYU Steinhardt’s CSD department for my master’s study because I was impressed by the program’s rigor and the diversity of opportunities available for research and practicum opportunities.
How has your experience at NYU Steinhardt prepared you for your current role as Assistant Professor?
My experience at NYU Steinhardt was critical in helping me to prepare for my current role as an Assistant Professor. I learned firsthand how to balance teaching responsibilities and student mentoring with ongoing research work. At NYU, I saw prime examples of the type of role I wanted to play as a professor. I wanted to conduct scholarly research while being an excellent professor to help mentor the next generation of speech-language pathologists.
What was the focus of your research here at NYU? Which faculty members did you work with?
I worked with Dr. Reuterskiold and Dr. Sidtis on a research study on how typically developing children learn idioms via incidental learning. It was my first introduction to research. They saw my potential and gave me more responsibility on the project and later included me as an author on the finished poster session at the annual ASHA convention.
What advice would you give to current students that are preparing to enter this profession?
I would advise students to take time to build relationships with professors outside of class. Get involved in their research, get to know them, and take advantage of unique opportunities.