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The Communication Sciences and Disorders Program at Teachers College Greetings! It’s an exciting time in the Communication Sciences and Disorders (CSD) Program at Teachers College, Columbia University! The faculty and I wanted to share with you some of the new developments within our program and highlight the continued excellence in faculty research and clinical training. Three new research faculty joined the program over the past year, our research portfolio is strong, our high quality graduate program is committed to diversity and international training, we offer state of the art clinical training with access to specialty clinics as well as an extensive array of training opportunities and materials for practicing speech-language pathologists (SLPs) and parents in the U.S. and around the world. Please see below for details related to these exciting aspects of our program! Warmly, Lisa A. Edmonds, Program Director

New Research Faculty at TC n Lisa A. Edmonds, Ph.D., CCC-SLP

n Carol Scheffner Hammer, Ph.D., CCC-SLP

n Michelle S. Troche, Ph.D., CCC-SLP

Associate Professor and Program Director, joined the program in Fall 2014. Dr. Edmonds earned her Ph.D. in Communication Sciences and Disorders from the University of Texas. Prior to coming to Teachers College, Dr. Edmonds was an Assistant Professor at the University of Florida and Research Scientist at the Brain Rehabilitation and Research Center at the Malcom Randall VA. Her research focuses on developing novel, theoretically motivated treatments in aphasia, including Verb Network Strengthening Treatment (VNeST), developing treatment paradigms and assessment tools for individuals with bilingual aphasia, evaluating the efficacy of delivering assessments and treatments via teletherapy, and evaluating the interplay of cognition and language in aphasia. Her work has been funded by the Veteran’s Administration.

Professor, came to the program in July 2015 from Temple University where she was Professor and Chair of Communication Sciences and Disorders. Dr. Hammer received her doctorate from the University of Iowa. Her research focuses on cultural and environmental factors that affect young children’s language and literacy development, with a focus on bilingual populations; development of assessment instruments for Spanish-English bilingual children; and development and testing of school readiness interventions for children living in poverty. Dr. Hammer’s work has been funded by NIH-NICHD; the US Department of Education – IES and Investing in Innovation; and the Administration for Children and Families. She is past Editor of the American Journal of Speech-Language Pathology and a Fellow of the American Speech-Language-Hearing Association.

Assistant Professor, joined the program in January 2015. Dr. Troche completed her doctoral studies at the University of Florida, where she also served as an Assistant Professor. Her research is aimed at improving health outcomes and quality of life associated with disorders of airway protection (i.e., swallowing and cough). To that end, she employs a two-pronged approach including both basic science and clinical research. Basic science research goals focus on developing a better understanding of the mechanisms underlying airway protection and its disorders. Clinical research goals are the development of novel and robust evaluation and treatment techniques for dystussia (deficits of cough function) and dysphagia (deficits of swallowing function). Her most recent work was funded through an NIH CTSA KL2 Career development grant.


Program of Research

Our faculty and graduate students are engaged in numerous research projects that address key questions in the field of speech-language pathology. These projects are described below. The faculty are highly productive, as evidenced by the list of articles published in 2014-15 (see pages 5-6).

n The Aphasia Rehabilitation and Bilingualism Research Lab Director: Dr. Lisa Edmonds Committed to developing and evaluating treatment and assessment protocols for aphasia and bilingual aphasia with the purpose of providing speech-language pathologists more options for serving people with aphasia. The lab’s ongoing research involves work with Verb Network Strengthening Treatment and other treatment approaches to understand predictors and mechanisms of improvement to facilitate more individually-targeted treatment. Additional research includes investigations with teletherapy, eye tracking, and the development of assessment materials for persons with Spanish-English bilingual aphasia.

n The Child Language and Literacy Lab Director: Dr. Carol Scheffner Hammer Studying the speech, language and literacy development of over 400 young Spanish-English bilingual preschoolers and the effect that classroom environments have on development; completing a randomized controlled trial (RCT) of a preschool curriculum, Tools of the Mind; conducting an RCT of a new web-based professional development program that trains preschool, kindergarten and first grade teachers to use high-quality language strategies to promote at-risk children’s language and literacy (in conjunction with colleagues at Temple University), and developing a culturally-responsive book-reading intervention for Latina mothers and their preschoolers.

n The Speech Production and Perception Lab Director: Dr. Erika Levy Investigating the characteristics and treatment of dysarthria, a motor speech disorder, across the lifespan and across languages. Yearly “speech camps” are held at Teachers College and in Brussels to test the effects of Speech Systems Intelligibility Treatment (Levy, 2014) on intelligibility in English-speaking and French-speaking children with dysarthria due to cerebral palsy. In addition, the effects of speech treatment for dysarthria due to Parkinson’s disease are being investigated in native speakers of Mandarin and Spanish in Taiwan and Spain.

n The Upper Airway Dysfunction Lab Director: Dr. Michelle Troche Studying the role of a novel cough rehabilitation paradigm and expiratory muscle strength training on airway protective outcomes in older adults and people with Parkinson’s disease; studying the effects of SpeechVive therapy via a telepractice paradigm on speech and voice outcomes in people with Parkinson’s disease; studying reflex cough function in people with chronic intractable cough (in conjunction with colleagues at the NYU Voice Center); testing the utility of two novel reflex cough screening methods in people with Parkinson’s disease (in conjunction with colleagues at the University of Florida); and testing the influence of biofeedback on respiratory and laryngeal measures of cough effectiveness in normal and disordered populations.


The Graduate Program in CSD: Commitment to Diversity & International Training n Diversity The CSD graduate program at Teacher College has a strong commitment to diversity. Our students come from different racial, ethnic, and national backgrounds and speak a variety of languages. Regularly 60 percent or more of our students are bilingual. Languages spoken by our current students include American Sign Language, Arabic, Cantonese, Dutch, French, German, Greek, Hebrew, Igbo, Italian, Korean, Mandarin, Portuguese, Spanish, Russian, Polish, Taiwanese, Twi and Urdu. Bilingual and multicultural content is woven into all academic courses as well as our students’ clinical training and research experiences. All faculty integrate information on bilingual and multicultural populations throughout each semester in each of their courses. Through our Edward D. Mysak Clinic for Communication Disorders, which has many bilingual clinical supervisors, students are provided with extensive clinical and placement opportunities to serve bilingual and multicultural clients across the age span. Additionally, interested students are able to meet the requirements for the New York State Education Department Bilingual Extension Certificate. Students can also take part in bilingual assessment and treatment research directed by Dr. Edmonds on aphasia, Dr. Hammer on language and literacy, and Dr. Levy on dysarthria. In addition, students can also work with Dr. Crowley on her legal and policy work related to providing culturally and linguistically appropriate disability evaluations. As a result of their academic, clinical and research training, all of our students are highly prepared to serve clients from bilingual and multicultural backgrounds with all types of communication disorders. Additionally, the program offers a Bilingual Extension Institute that is directed by Dr. Crowley. This continuing education program allows practicing SLPs to meet the academic and clinical requirements of the New York State Education Department Bilingual Extension Certificate. More than 600 SLPs have completed the training since the program began at Teachers College in 2001.

n International Training To provide a deep understanding of how culture influences service delivery, the program provides international experiences for our graduate students. Each year, students can choose from a trip to Latin America or Africa. Led by Dr. Catherine Crowley, these international trips offer students opportunities to develop an understanding of the depth and variety of cultures and linguistic backgrounds that exist within a single country. Over the past decade more than 300 students have provided services and helped build capacity in schools and hospitals in Africa and Latin America. Additionally, students bring back a wealth of knowledge that they apply to their clinical work in the United States.

n Edward D. Mysak Clinic for Communication Disorders Clinical Training and Specialty Clinics • Approximately 150 students are supervised in the clinic annually, conducting nearly 2,600 clinical treatment sessions and 60 evaluations. Students have extensive opportunities to serve bilingual clients and clients who are racially and ethnically diverse. • The clinic collaborates with nearly 200 medical centers and educational settings. • The Patti Cluss Telepractice Suite has three state-of-the-art rooms dedicated to telepractice where students work with researchers to provide teletherapy and assessment for dysarthria (Dr. Levy), deaf children (Dr. Crowley), voice disorders associated with Parkinson’s disease (Dr. Troche), and aphasia (Dr. Edmonds). Treatment is provided to individuals in the U.S. as well as internationally. • Expanded services for individuals with aphasia consist of a weekly Monday Aphasia Group and a monthly Saturday Aphasia Group, which includes a Co-Survivors Support Group and collaboration with the International Aphasia Movement. The Aphasia Groups are provided in collaboration with other programs at Teachers College, including Art Education, Music Education, and the Dean Hope Center for Educational and Psychological Services. • Specialty camps are offered in the summer. The CommuniCamp is a specialty clinic for children who use AAC devices. A speech camp is offered to children with cerebral palsy. • Infant Evaluation Clinic is a specialty clinic that provides Early Intervention services. 3 | TEACHERS COLLEGE, COLUMBIA UNIVERSITY |

Professional Development and Resources for Professionals and Parents n The Leaders Project Led by Dr. Catherine Crowley Provides highly valuable resources and trainings for practicing professionals and parents in the U.S. and around the world. A subset of available resources are described below. Please visit the Leaders Project website at for more information about available resources. • Continuing Education Modules: Self-study video modules registered for ASHA CEUs are offered to SLPs across the country at no cost. These include:“Grammar Fundamentals for a Pluralistic Society” and “Differential Diagnosis in a Preschool Evaluation.” • Video Tutorial Modules for Spanish-speaking Parents and Professionals: These modules train parents and professionals how to feed a child with cleft palate and professionals how to identify and address cleft palate speech. • Multilingual Materials for Children with Cleft Palate: Six different books (each targeting a different phoneme and available in five to six languages) for children with cleft palate are available for use by SLPs in their practice. • Materials for Assessing and Serving Bilingual Children: The Crowley and Baigorri School-age Language Assessment Measures, a series of culturally and linguistically appropriate assessment materials, are available to SLPs for use with children who speak a variety of languages.

Communication Sciences and Disorders Faculty n n n n n n n n n n n

Catherine Crowley, J.D., Ph.D., CCC-SLP, Professor of Practice Lisa A. Edmonds, Ph.D., CCC-SLP, Associate Professor and Program Director Bernadine Rae Gagnon, M.S., CCC-SLP, Chief Clinical supervisor Carol Scheffner Hammer, Ph.D., CCC-SLP, Professor Erika Shield Levy, Ph.D., CCC-SLP, Associate Professor Lindsay Milgram, M.S., CCC-SLP, Clinical supervisor Jo Ann Nicholas, Ed.D., CCC-A, Lecturer Michelle Troche, Ph.D., CCC-SLP, Assistant Professor Elise M Wagner, M.S., CCC-SLP, Clinical supervisor and Assistant Clinic Director Karin B Wexler, Ph.D., CCC-SLP, BCS-FD, Adjunct Associate Professor Kathleen Youse, Ph.D., CCC-SLP, BC-ANCDS, Assistant Professor of Practice and Clinic Director


2014-2015 Publications by Teachers College Faculty Akbar, U., Dham, B., He, Y., Hack, N., Wu, S., Troche, M.S., Tighe, P., Nelson, E., Friedman, J.H., & Okun, M.S. (2015).  Incidence and mortality trends of aspiration pneumonia in Parkinson’s disease in the United States from 1979 to 2010.  Parkinsonism and Related Disorders: E-pub ahead July 2015. Brandimore, A.E., Troche, M.S., Huber, J., & Hegland, K.W. (In press).  Respiratory Kinematics of Reflex and Voluntary Cough in Healthy Young Adults.  Frontiers in Respiratory Physiology.  Buysse, V., Peisner-Feinberg, E., Páez, M, Hammer, C.S., & Knowles, M. (2014). Effects of Early Education Programs and Practices on the Development and Learning of Dual Language Learners: A Review of the Literature.  Early Childhood Research Quarterly, 29, 765-785. Crowley, C. (2015). Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya. Perspectives on communication disorders and sciences in culturally and linguistically diverse populations, 22, 64-76. Cycyk, L., Hammer, C.S., & Bitetti, D. (2015).  Maternal depressive symptomatology, social support, and language development of low-income bilingual children. American Journal of Speech-Language Pathology, 24, 411-425.  Edmonds, L.A., Obermeyer, J., & Kernan, B. (2015). Investigation of pre-treatment sentence production impairments in individuals with aphasia: Toward understanding the linguistic variables that impact generalization in Verb Network Strengthening Treatment. Aphasiology, 29(11), 1312-1344. Edmonds, L.A. (2014) Tutorial for Verb Network Strengthening Treatment (VNeST): Detailed description of the treatment protocol with corresponding theoretical rationale. Sig 2 Perspectives, 24, 78-88. Edmonds, L.A., Mammino, K., Ojeda, J., Wu, S. (2014). Effect of Verb Network Strengthening Treatment (VNeST) in persons with aphasia: Extension and replication of previous findings. American Journal of Speech Language Pathology, S1-S18. Furnas, D.W., & Edmonds, L.A. (2014). The effect of Computerized Verb Network Strengthening Treatment on lexical retrieval in aphasia. Aphasiology, 28, 401-420. Hammer, C.S. (2014).  “Life is Hard, but I’m trying:” Understanding the Lives of the Families Speech-Language Pathologists Serve (pp. 207-218).  In M. Ball (Ed.), Handbook in qualitative research in communication disorders. New York, NY: Psychology Press.  Hammer, C.S., Hoff, E., Uchikoshi, Y., Gillanders, C. & Sandilos, L. (2014). The Language and Literacy Development of Young Dual Language Learners: A Critical Review.  Early Childhood Research Quarterly, 29, 715-733. Hegland, K.W., Okun, M.S., Davenport, P.W., & Troche, M.S. (In press). Comparison of two methods for inducing reflex cough in patients with Parkinson’s disease: implications for neural control and clinical practice.  Dysphagia. Hegland, K.W., Okun, M.S., & Troche, M.S.  (2014).  Sequential voluntary cough and aspiration or aspiration risk in Parkinson’s disease.  Lung, 192, 601-608.  Hegland, K.W., Troche, M.S., Brandimore, A.E., Davenport, P.W., & Okun, M.S.  (2014).  Comparison of voluntary and reflex cough effectiveness in Parkinson’s disease.  Parkinsonism and Related Disorders, 20, 1226-1230.  
 Hindman, A., Snell, E., Wasik, B., Lewis, K., Hammer, C.S., Iannone-Campbell, C. (2015).  Research and practice partnerships for professional development in early childhood: Lessons from ExCELL-e.  Journal of Education for Students Placed at Risk. Kendall, D., Edmonds, L.A., van Zyl, A., Odendaal, I., Steyn, M., & van der Merwe, A. (2015). Speech production errors in Afrikaans-English bilingual aphasia: What can they tell us about cross-linguistic processing? South African Journal of Communication Disorders.


2014-2015 Publications by Teachers College Faculty (continued) Leone, D., & Levy, E.S. (2015). Children’s perception of conversational and clear American-English vowels in noise. Journal of Speech, Language, and Hearing Research, 58, 213-226. Levy, E. S. (2014). Implementing two treatment approaches to childhood dysarthria. International Journal of Speech-Language Pathology, 16, 344-354. Levy, E. S., Leone, D., Moya-Gale, G., Hsu, S.-C., Chen, W., & Ramig, L. O. (In press). Vowel Intelligibility in Children with Dysarthria due to Cerebral Palsy: An exploratory study. Communication Disorders Quarterly. Lewis, K., Hammer, C.S., Sandilos, L., Sawyer, B. & Mendez, L. (in press).  Relations among the home language and literacy environment and children's language abilities: A study of Head Start Dual Language Learners and their mothers. Early Education and Development. Morgan, P., Farkas, G., Hillimeier, M , Hammer, C.S., & Maczaga, S. (2015). Early vocabulary knowledge and its relation to school readiness. Child Development, 86, 1351-1370. Morgan, P., Hammer, C.S., Farkas, G., Hillemeir, M., Maczuga, S., Cook, M., & Morano, S. (in press). Who receives speech/ language services by five years of age in the U.S.? American Journal of Speech Language Pathology. Sandilos, L., Cycyk, L., Hammer, C.S., Sawyer, B., Lopez, L., & Blair, C. (2015).  Depression, control, and climate: An examination of factors impacting teaching quality in preschool classrooms. Early Education and Development, 26, 11111127.  Sandilos, L., Lewis, K., Hammer, C.S., Komaroff, E., Rodriquez, B., López, L., & Goldstein, B., (2015).  Analysis of bilingual children’s performance on the English and Spanish versions of the Woodcock-Muñoz Language Survey-R (WMLS-R).  Language Assessment Quarterly: An International Journal,12, 386-408.   Troche, M.S.  (2015).  Respiratory Muscle Strength Training for the Management of Airway Protective Deficits.  Perspectives on Swallowing and Swallowing Disorders, 24, 58-64.  *Invited
 Troche, M.S., Brandimore, A.E., Davenport, P.W., Okun, M.S., & Hegland, K.W.  (2014).  Decreased sensitivity to cough stimulus in persons with Parkinson’s disease and dysphagia. Chest, 146, 1294-1299.  Troche, M.S., Brandimore, A.E., Foote, K.F., Morishita, T., Chen, D., Hegland, K.W., & Okun, M.S.  (2014).  Swallowing Outcomes following Unilateral STN vs. GPi Surgery: A retrospective analysis. Dysphagia, March 29, 425-431. Troche, M.S., Brandimore, A.E., Godoy, J., & Hegland, K.W. (2014).  A framework for understanding shared substrates of airway protection.  Journal of Applied Oral Science, 22, 251-260.  Troche, M.S., Rosenbek, J.C., Okun, M.S., & Sapienza, C.M.  (2014). Detraining outcomes with Expiratory Muscle Strength Training in Parkinson’s disease.  Journal of Rehabilitation Research and Development, 51(2), 305-310.  Troche, M.S., Okun, M.S., Rosenbek, J.C., Altmann, L.P.J., & Sapienza, C.M.  (2014).  Attentional resource allocation and swallowing safety in Parkinson’s disease: A dual task study.  Parkinsonism and Related Disorders, 20, 439-443


Communication Sciences and Disorders Program at Teachers College  
Communication Sciences and Disorders Program at Teachers College  

Read about the Communication Sciences and Disorders (CSD) Program at Teachers College, Columbia University. Three new research faculty joi...