Speech-Language Pathology Interview Recruitment

University at Buffalo - SUNY

Researchers in the Communicative Disorders and Sciences Department at the University at Buffalo are looking for speech-language pathologists who have experience using speech amplification devices with clients with Parkinson’s disease or parkinsonism to participate in
an online interview study. 

You are eligible to participate if you:
1) are currently practicing as a registered speech-language pathologist in the United States or Canada,
2) have experience assessing and treating clients with Parkinson’s disease and/or parkinsonism,
3) have ever trialed, demoed, and/or prescribed a speech/voice amplification device (example: Chattervox) to for a client with Parkinson’s disease.


The interview is expected to take 30 to 60 minutes during which a researcher will ask you questions about your experience assessing and treating clients with Parkinson’s disease/parkinsonism and your experiences using a speech amplification device. Compensation is available for participants. 


For more details, click here.

Survey: Use of the DLD Label by Francophone Speech-Language Pathologists

Do you use the DLD label in your assessment reports? There is a great deal of variability among S-LPs in the use of a specific term, a label, to identify children with persistent language impairment. Help Laurentian University understand your challenges and needs in French minority language settings nationally (outside of Quebec) by completing a survey. Please note, the survey is only available in French. 

Click here for more information and to complete the survey


Webinar – A Vision to Transform Canada’s Public Health System with Dr. Theresa Tam

The COVID-19 pandemic represents the biggest public health crisis that our country has confronted in a century. While our public health system and workforce extended itself to respond to COVID-19, public health was challenged in their capacity to address other important and public health issues. The pandemic has highlighted the strengths of our system but it has also exposed vulnerabilities. During this webinar, Dr. Theresa Tam discussed how we can join forces across communities and sectors to build the public health system that meets the needs of all people in Canada.

Click here to access the webinar


Survey: The Impact of Impairment: Exploring Speech Pathologists’ Measurement of Outcomes in School-Aged Students with Communication Difficulties

Are you a Speech-Language Pathologist who works with school-aged students (primary and/or secondary) with a primary diagnosis of speech, language or communication difficulty? If so, you are invited to participate in a study exploring current outcome measurements used by SLPs with this population being conducted by Masako Wong (Honours student), Associate Professor Jane McCormack and Dr Sharon Crosbie from the School of Allied Health at the Australian Catholic University. Participation will involve completion of an online survey which will take approximately 20 minutes. No personal details will be required and data gathered will be non-identifiable. Information from the survey will be aggregated to allow us to understand the outcome measurement tools currently being used and gaps in this area. If you are interested in participating in the study or require further information, please follow the survey link below to find the Participant Information Letter with further details about the study and the investigators, the consent form and survey questions.

Click here to complete the survey.

Academy of Aphasia 60th Annual Meeting – Call for Papers – Deadline Extended

Academy of Aphasia 60th Annual Meeting
October 23-25, 2022
Philadelphia, PA, USA and Virtual/Hybrid
ABSTRACT SUBMISSION DEADLINE EXTENDEDMAY 27th, 2022 (11:59pm latest time zone on Earth)

The 60th Annual Meeting of the Academy of Aphasia will be held at the Courtyard Marriott Hotel (“The Notary”) in Philadelphia, PA, USA. We encourage onsite attendance, although we also offer the option to participate online via an interactive hybrid platform. Our opening night reception will be at the Pennsylvania Academy of the Fine Arts (PAFA), the USA’s first and oldest art museum and art school. The Academy welcomes submissions of original experimental, clinical, theoretical, and historical research from any field that contributes to the study of aphasia, including Speech-Language Pathology, Psychology, Neurology, Neuroscience, Linguistics, History, and Computational Modeling.

Our keynote speaker is Dr. Dani S. Bassett (University of Pennsylvania). Dr. Bassett is the J. Peter Skirkanich Professor of Bioengineering, with secondary appointments in the Departments of Electrical & Systems Engineering, Physics & Astronomy, Neurology, and Psychiatry. Their research is best-known for blending neural and systems engineering to identify fundamental mechanisms of learning, cognition, and disease in human brain networks, including work in language and aphasia. Dr. Bassett has received multiple prestigious awards, including the American Psychological Association’s ‘Rising Star’ (2012), Alfred P Sloan Research Fellow (2014), MacArthur Fellow Genius Grant (2014), Early Academic Achievement Award from the IEEE Engineering in Medicine and Biology Society (2015), Office of Naval Research Young Investigator (2015), National Science Foundation CAREER (2016), Popular Science Brilliant 10 (2016), Lagrange Prize in Complex Systems Science (2017), Erdos-Renyi Prize in Network Science (2018), OHBM Young Investigator Award (2020), AIMBE College of Fellows (2020), American Physical Society Fellow (2021), and has been named one of Web of Science’s most Highly Cited Researchers for 3 years running. Dr. Basset is the author of more than 300 peer-reviewed publications with over 33,000 citations, as well as a forthcoming academic trade book (Curious Minds: The Power of Connection).

Now in its fifth year, the NIDCD-funded Academy of Aphasia conference grant (R13 DC017375-01) will sponsor student fellows to attend and present their work at the conference. They will also receive focused mentoring and training from seasoned faculty mentors at the meeting. Both U.S. and international students are eligible to apply – please contact Swathi Kiran (kirans@bu.edu) with inquiries. The grant also sponsors a state-of-the-art New Frontiers in Aphasia Research seminar. This year’s topic will focus on Computational Linguistics, and the speaker will be Dr. John Hale of the University of Georgia (UGA). Dr. Hale is Arch Professor of World Languages and Cultures in the Department of Linguistics at UGA. His scientific research focuses on fundamental questions of language comprehension, investigated through cognitive modeling using computer simulations. Prior to joining UGA, Dr. Hale was a full-time research scientist at the pioneering artificial intelligence laboratory Deepmind.

Submission types and details

Presentation types:
The annual meeting includes both platform and poster sessions. Platform speakers will be required to attend onsite. All posters will be presented virtually; onsite attendees may additionally present in person.

Platform sessions (in person) include:

  • Scientific papers – consisting of original research that has not yet been published.
  • Symposia – consisting of a number of papers focusing on a common theme from researchers representing different laboratories. These papers may report on previously published research.
  • Mini-Workshops – methodologically oriented sessions consisting of a number of papers (possibly from the same research group) reporting a unique approach to a timely topic.

Poster sessions (online and/or in person) include:

  • Scientific papers that can be presented primarily in a visual format.

The Academy considers poster sessions to be as scientifically meritorious as platform sessions. Poster sessions will not conflict with platform sessions.

Guidelines for abstract content:
The submitted abstract should provide a concise statement of the problem or hypothesis, procedures and analyses conducted, results obtained, and final conclusion(s) drawn. Abstracts should conform to the provided template (in Word) and may include a maximum of 500 words (excluding references) as well as one camera-ready figure plus one table.

Symposia and Mini-Workshops:
In the case of symposia and mini-workshops, the organizer should submit an abstract summarizing the topic, including the names and affiliations of all the participants, and the titles of the other abstracts. In addition, an abstract should be submitted for each of the individual presentations. Abstracts for those individual presentations will need to indicate the symposium they are affiliated with as part of the submissions process, in the Acknowledgments. To help in the planning of the program, it is recommended that organizers of symposia and mini-workshops contact the chair of the Program Committee by e-mail (duncan1@lsu.edu) about their plans, and to receive feedback on organizational issues.

Authorship of submissions: 
More than one abstract may be submitted by an individual, but an individual can be listed as first author on only one submission. Both members and non-members of the Academy are encouraged to submit proposals for scientific papers, symposia and mini-workshops. All submissions will be given equal consideration on the basis of their scientific merit and fitness for the Academy.

Conference participation:
The meeting is open to anyone interested in attending. However, Academy of Aphasia members, authors of accepted papers, and the first authors of rejected papers will have preference if onsite or virtual space limitations restrict the number of registrants.

  • American Speech Language Hearing Association (ASHA) Continuing Education Units (CEUs) will be available free of charge for eligible conference participants, pending approval of a cooperative agreement between Temple University and the Academy of Aphasia. The number of CEUs is anticipated to be approximately 2.0 (CEUs will be updated once the program is finalized, prior to registration).
  • Onsite childcare can be arranged for attendees who need it through our NIH funding support.

Submission procedures: 
Abstracts must be submitted online at tinyurl.com/aoa2022abstracts. Submission information is also available on the Academy’s website 

Student Awards: 
This award is given to the student presenting the most scientifically meritorious paper (either platform or poster presentation). Submissions are judged by the Program Committee on the basis of the abstract submission and the conference presentation itself. All full-time graduate students are eligible for the student award, although priority is typically given to students focusing on research. Student applicants must:

  • be enrolled full-time and be in good standing in a graduate program at the time of submission
  • be the first author and presenter of the paper submitted
  • not have received a student award from the Academy in the past

Students wishing to be considered must indicate this during the submission process.

Selection criteria for the meeting program:
Abstracts will be reviewed by the Program Committee. Selection of papers will be based on scientific merit, innovation, appropriateness for the Academy of Aphasia, and on the representation of topics in the program.

Notification regarding acceptance:
The Program Committee will email a decision no later than July 18, 2022. 

Program availability: 
PDF eBook with formatted abstracts will be available during the conference.   

Program Committee:
E. Susan Duncan (Chair), Paola Marangolo (Co-Vice Chair), Gloria Olness (Co-Vice Chair), Adrià Rofes, Tatiana Schnur, Shari Baum, Eva Kehayia, and Gabriele Miceli

2021-2022 SAC Scholarship Recipients

SAC is proud to award 28 scholarships to the following student associates as part of the 2021-2022 SAC Scholarship Program:

Read the SAC Scholarship Program 2021-2022 Impact Report


Elks & Royal Purple Fund for Children Deborah Kully Scholarship

Maya Aharon is currently completing her final year of the Speech-Language Pathology program at the University of Toronto. Maya is interested in working with individuals with neurogenic disorders, such as aphasia, and supporting the use of augmentative and alternative modes of communication. In addition to her studies, Maya is a research volunteer in the Bilingual and Multilingual Development Lab at the University of Toronto and serves as co-president of her class.

Meghan is a second year speech-language pathology student at the University of Alberta. She hopes to pursue a career in dysphagia management in an acute care setting. She previously served as the Chair of the Professional Development Committee for the Organization of Alberta Students in Speech (OASIS) at U of A and is a member of the Education Committee for Speech-Language and Audiology Canada.

Brianna is completing her second year as a MHSc. Speech-Language Pathology candidate studying at the University of Toronto. After finishing the program, she hopes to work in the rehabilitation setting with a particular interest in brain injury. With gratitude, she looks forward to using her scholarship to help fund educational opportunities that will support her future clinical career.

Lauren is a second-year audiology student at the UBC School of Audiology and Speech Sciences. She has volunteered with Alberta Children’s Hospital, Ronald McDonald House of Southern Alberta, and the Tom Baker Cancer Centre. Upon completion of her Master of Science degree in Spring 2022, she hopes to start working with children and families as a pediatric audiologist.  
Jaime’s passion lies in helping children gain confidence as they learn and grow, something she emphasizes as a tutor. She is excited to begin working as an S-LP, focusing on children and adult dysphagia patients. 

Quince Scholberg is a second-year speech-language pathology student at the University of British Columbia. After graduation, she intends to work with school-aged children who have developmental differences. Quince’s long-term goal is to help foster inclusion while working as a school-based S-LP in British Columbia. 

Sophia is from Montreal, Quebec, and she is currently completing her Masters of Health Science in Speech-Language Pathology (S-LP) at the University of Toronto. She is currently finishing her second placement at the Toronto Rehabilitation Institute with Acquired Brain Injury patients. After graduation, Sophia intends to return to Montreal and begin her practice as an SLP.

Nick Grundmann is a second-year audiology student at the UBC School of Audiology and Speech Sciences. After graduation in 2022, he is hoping to work with adults in a diagnostic and dispensing clinic. He also wishes to expand his clinical knowledge into vestibular evaluations and CAPD assessments.  

Alia is a second-year graduate student at the University of Toronto. Following her graduation, she intends to practice in pediatric fluency disorders. She is motivated by her experience at her first clinical internship through the Institute for Stuttering Treatment and Research, which is an Elks of Canada funded facility. 
Laura Tulk is a second-year Speech-Language Pathology graduate student at the University of Toronto. Laura’s goal is to work with adult and geriatric populations in acute care. She also has an interest in fluency disorders and is involved with a stuttering research group: The NL Stuttering Association Collaborative. Laura hopes to practice in her home province of Newfoundland and Labrador after graduation. 
Brooke Harris is an Audiology student in her second year of studies at Western University. Upon completion of her degree this summer, she is looking forward to pursuing a career as an audiologist. She is very excited about the prospect of supporting individuals with hearing and communication challenges throughout her future career.

Caroline Whiting is a second-year student in the Speech-Language Pathology program at McMaster University. She has a particular interest in working with individuals with acquired brain injuries to help them achieve their communication goals. Caroline hopes to combine her clinical work with involvement in research in the future.


KIDSPEECH™ Leadership Scholarship

Ala is completing her second-year at the University of Toronto. She is the recipient of an Ontario Graduate Scholarship and received the University of Toronto’s Margaret Stoicheff Spirit Award. Ala has a passion for fostering a safe and inclusive environment for people of colour and bilingual clients/family members in the rehabilitation field. This inspired her to create an account that translates S-LP related information in different languages with a group of incredible volunteers (instagram: @SLPPOC).

Courtnee Adacsi is an interactive speech-language pathologist and lifelong learner who is on an educational leave to obtain her Master of Arts in Early Intervention in Deaf Education degree from Fontbonne University in St. Louis, Missouri. 
Angela is a PhD student at the School of Communication Sciences and Disorders in the Faculty of Medicine and Health Sciences at McGill University. she began her professional career working with Autistic preschoolers in the Nova Scotia Early Intensive Behavioural Program. Since then, she has occupied several positions in both the public and private sector working with people on the Autism Spectrum and individuals with developmental disabilities.


Beach Family Placement Support Scholarship

Larissa is a graduate student pursuing her Master’s Degree in Speech-Language Pathology at the University of British Columbia. She graduated from Simon Fraser University first class with distinction with a BA in Cognitive Science and Linguistics. She is writing a thesis concerning statistical learning in speech perception, alongside completing her courses and clinical requirements to earn her degree. Afterwards, she intends to work with individuals with aphasia in a rehab or community care setting.

Matt is a second year graduate student in Speech-Language Pathology at McGill University. His love for music and reading sparked his interest in S-LP and he hopes to practice in paediatric literacy as well voice therapy upon graduation. Matthew will start a 3-month acute care placement at St.Boniface Hospital in Winnipeg this summer.

Megan Van Gorp is graduating Audiology in the M.Cl.Sc. program at Western University’s School of Communication Sciences and Disorders. She believes that equal access to audiological services, regardless of geography, ethnicity, and/or socioeconomic status are imperative in optimizing communicative health outcomes across Canada. Her lived experiences with rural-induced inaccessibility to healthcare services have inspired her to launch her career providing care to underserviced children and youth in rural Southwestern Ontario.


SAC Scholarships

Michelle Jones is in her final year of the Speech-Language Pathology master’s program at UBC School of Audiology and Speech Sciences. After graduation, she plans to work in a paediatric setting on Vancouver Island alongside other clinicians to improve the lives of those in the community.
Melissa is completing her PhD at the University of Toronto, while also working as a pediatric audiologist at SickKids. After she completes her doctoral degree, she hopes to return to education as a professor, and to the clinical setting as a clinician-scientist, to expand the education and research in the field of pediatric vestibular audiology.

Alison Quiring is in her 2nd and final year at the University of British Columbia’s School of Audiology and Speech Sciences studying Speech-Language Pathology. Prior to attending UBC, Alison was volunteering as a teacher at a children’s home in Zimbabwe, Africa. She hopes to, one day, take her passion for travel and intercultural work and develop basic training programs about communication strategies that can be used in settings where there is limited or no access to S-LP services.

Gavina is currently in her second year in the Speech-Language Pathology program at the UBC School of Audiology and Speech Sciences. Upon graduation, she hopes to work with paediatric population.

Talia is in her second and final year of the MSc Speech-Language Pathology program at the University of Alberta. After graduation, Talia would love to work with the pediatric population, particularly with preschool-aged children. She is currently part of the RMSA and help other rehabilitation medicine students at the university plan and promote events and help foster interdisciplinary opportunities amongst students. 

Claire (Lei) Wu is a Master of Clinical Science (MClSc) candidate in Audiology at Western University. She grew up in Langley, British Columbia and volunteers with the Canadian Hard of Hearing Association  (CHHA-BC) and Self-Management BC. This year, Claire serves as one of the three co-chairs who are responsible for organizing the annual Theory-to-Therapy Graduate Student Conference for 2022. As she graduates this summer, she hopes to pursue diagnostic and rehabilitation-based clinical practice in British Columbia while specializing in vestibular audiology.
Megan Van Gorp is graduating Audiology in the M.Cl.Sc. program at Western University’s School of Communication Sciences and Disorders. She believes that equal access to audiological services, regardless of geography, ethnicity, and/or socioeconomic status are imperative in optimizing communicative health outcomes across Canada. Her lived experiences with rural-induced inaccessibility to healthcare services have inspired her to launch her career providing care to underserviced children and youth in rural Southwestern Ontario.

Ninell Sygal is a MHSc candidate currently completing her studies in the program of speech-language pathology at the University of Ottawa. She strongly believes that the best clinicians are those who have a research background, as this will allow them one day to integrate the latest advances into their clinical practice. She is currently working on several projects exploring different topics in the field of speech-language pathology and its relation to the field of audiology.

Julie Kathleen was born and raised in Edmonton, Alberta. In 2020, she moved to Limerick, Ireland to start a two-year Masters of Science in Speech and Language Therapy at the University of Limerick. Throughout this degree, she has been actively involved in class activities and has been the Class Representative for two years. She is currently completing a research project which is investigating what is known about parent experience of parent-mediated interventions for children with developmental disabilities delivered via telehealth.

Communication Health Assistant Scholarship


Sankavi’s interest in the field of communication disorders was ignited in high school when she started working as a special need’s educational assistant with the Toronto District School Board.  In 2019, she started volunteering at the Aphasia Institute where she had the opportunity the facilitate group conversations with individuals who were diagnosed with aphasia.  Her experience has made her a strong advocate for patient needs, and she looks forward to working directly with patients and aiding in their recovery. 

To learn more about the 2021-2022 recipients, read the SAC Scholarship Program 2021-2022 Impact Report


Survey of Speech-Language Pathologists’ Experiences with Speech Amplification Devices for Hypophonia in Parkinson’s Disease

The research lab in the Communicative Disorders and Sciences Department at the University at Buffalo is looking for speech-language pathologists who treat people with Parkinson’s disease to participate in an online survey. Specifically, this study is investigating speech-language pathologists’ experiences, perceptions, and opinions of the use of speech amplification technology for use with clients with Parkinson’s disease. We are interested in hearing from all S-LPs who meet our inclusion criteria (below), regardless of your direct experience with speech amplification technology.

You are eligible to participate if you:

  • are over the age of 18
  • consider English to be your primary language
  • are a registered speech-language pathologist in either the United States or Canada
  • have at least 2 years of experience treating clients with Parkinson’s disease.

The survey is expected to take 15 to 20 minutes and will include short answer, multiple choice, and open-ended questions. You will also be asked if you would like to be contacted in the future to help us recruit for a related study that will include individuals with Parkinson’s disease or parkinsonism who have experience using speech amplification devices. This research has been approved by the Institutional Review board at the University at Buffalo.


You may reach the IRB at (716) 888-4888 or email ub-irb@buffalo.edu if you have any concerns.

Participants will be entered to win one of twenty $25 Amazon Gift Cards.

You can access the survey here 

If you have questions, please email Dr. Thea Knowles at casa.lab.ub@gmail.com


Survey – Multi-Stakeholder Perspectives on Acceptability of Pediatric Autism Therapies

In Canada, autistic children may receive different therapies, like occupational therapy, speech-language pathology services, physical therapy, or applied behavior analysis-based therapies. While the use of some of these therapies is common, there is limited evidence about how these therapies are perceived by stakeholders.  Using an online survey, we are exploring the perspectives autistic individuals, parents of autistic individuals and clinicians on the acceptability of these specific therapies. We will be inviting autistic individuals, parents of autistic individuals, and clinicians who work with autistic children (e.g., occupational therapists, behavioral therapists, physical therapists, speech language pathologists, family physicians, developmental pediatricians, psychologists, nurse practitioners, social workers) to participate in this survey.

The survey is open between January 27th and February 24th, 2022. The survey is estimated to take between 10-30 minutes to complete, with more time needed if the participant’s responses to the written questions are longer or they have multiple autistic people in their immediate family.

Click here to complete the survey


Participate in the T-Pivot Study

Are you a physiotherapist, occupational therapist or speech language pathologist?  

Do you work in Canada? Are you interested in telerehabilitation?  

Participate in the T-Pivot study  

This study looks at the implementation of telerehabilitation in Canada in your practice/profession. This study will ask you to give information about your experiences with telerehabilitation, your plans for integrating it into your practice, as well as your training and support needs.

You will be asked to complete, on two occasions, a 20-minute online questionnaire. You may also be invited to participate in a focus group, if you are interested.  


Please click on the following link to complete the online survey:  https://redcap.link/tpivot-eng 

If you have any questions about the project, please contact Ms. Karen Hurtubise: karen.hurtubise@usherbrooke.ca