The researcher-clinician gap has been acknowledged in the literature and has been attributed to a variety of factors. According to Olswang and Prelock (2015), this term refers to a gap between "what we know, and what we do" in the profession, and is essentially the gap between knowledge and evidence. There is often, but not always, a disconnect between what researchers are publishing and what is actually being implemented in a clinical setting (Olswang & Goldstein, 2017). Olswang and Goldstein (2017) provided a suggestion for bridging this researcher-clinician gap, namely through an active partnership during the research and development process. Researchers need to work together with practicing clinicians in order to help better understand delivery needs, which results in an active partnership between research and delivery (Olswang & Goldstein, 2017). An active partnership supports researchers to discern service delivery needs and the realities of the clinical world, which allows for a more balanced way to address internal and external validity while developing treatment protocols which can be implemented into practice (Olswang & Goldstein, 2017). Research is a costly and complex process that requires the collaboration of many individuals. Speech-language pathologists have numerous obligations that may hold them back from playing an active role in research collaboration. According to Craig (2014), the three major barriers that prevent clinicians from research collaboration include lack of time, lack of education and training, and lack of funding. Despite these barriers, collaboration in the field of SLP is crucial for the development of evidence-based (EB) resources for clinicians and to ensure the best outcomes for clients. Furthermore, collaboration between researchers and practicing clinicians can create relationships that evolve and grow stronger over time, which will, in turn narrow the researcher-clinician gap and improve evidence-based practice being pulled into clinical use. Involving practicing clinicians in research by formulating and answering questions relating directly to clinical practice has been suggested to address the researcher-clinician gap (Olswang & Goldstein, 2017). A first step to bridge this gap is to determine the research interests and needs of practicing clinicians. This should lead to the identification of research areas of shared interest and can form the basis of new research collaborations. Such clinical research projects will have the potential to inform clinical practice and benefit the clients and families we serve. The purpose of this survey research is to determine and describe the research interests and needs of practicing clinicians in the Tri-Cities area in Tennessee (TN).Method: An exploratory, descriptive design with quantitative and qualitative analysis was used to explore research interests of practicing clinicians within the Tri-Cities, TN. An exploratory design was deemed appropriate due to the paucity of research on the topic. This study addressed the following questions: What role does research play in the local practicing clinicians' activities?; What are the barriers to consuming and conducting research by local practicing clinicians?; What are the primary research resources of local practicing clinicians?; What are the research needs of local practicing clinicians?; Are local practicing clinicians interested in collaborating on research?; How do local practicing clinicians view themselves contributing to collaborative research?; and What are the differences between work settings, research resources, and interest in research? An electronic survey was developed based on an in-depth literature on the topic and a review of survey research (e.g. Blessing & Forister, 2012; Irwin, Pannbacker & Lass, 2014). The survey consisted of four sections: Research Background, Research Interest, Research Collaboration, and Demographics. It contained 23 questions. The question and response format consisted of the following: 1 question was open-ended and 22 used a semantic differential scale (i.e., Likert-Scale and verbal frequency scale). IRB approval was obtained. Purposive sampling was used as local SLPs certified by ASHA were targeted. A cover letter served to recruit respondents via email. An online survey system, SurveyMonkey ™ was utilized to administer the survey to local practicing clinicians. Descriptive and inferential statistics will be used to analyze the data. Thematic analysis will be performed on the results obtained from the open question. Results: The results will be described both quantitatively and qualitatively. Results will be presented in terms of the practicing clinicians’ overall research needs and with differences between work settings, research resources, and interest in research. Correlations will be determined between variables such as work setting, time to collaborate on research, and research needs. The implications of the findings will be discussed in terms of suggestions for research resources, interests, and potential future collaboration between practicing clinicians and researchers. Recommendations for further research will be discussed. This preliminary research project will serve as a stepping stone to establishing practicing researcher-clinician collaboration in the Tri-Cities, TN area.Conclusion: The researcher-clinician gap remains a concern in the field of speech-language pathology. However, researchers and practicing clinicians can collaboratively create relationships that evolve and grow stronger over time. This in turn will narrow the researcher-clinician gap and improve evidence-based practice to the benefit of the clients served.

Externalizing disorders, including Attention-Deficit Hyperactivity Disorder (ADHD), Oppositional Defiance Disorder (ODD), Conduct Disorder (CD), and Impulse Control Disorder (ICD), are characterized by behavioral disinhibition/disruptive behaviors (King at al., 2004) and have been linked to high rates of substance use (Brady et al., 1998; De Sanctis, et al., 2008; Flory & Lynam, 2003; King et al., 2004). Specifically, Substance Use Disorders (SUDs) are three times higher among adolescents with ADHD and ten times higher for those with CD compared to those without these disorders (Kuperman et al., 2001). Additionally, adolescents with externalizing disorders tend to use substances earlier compared to others (Lillehoj et al., 2005), with many exposed to/regular use of alcohol, nicotine, and marijuana by age 14 (King et al., 2004). Unfortunately, adolescents with comorbid externalizing disorders and SUDs have a poorer prognosis, tending to display more substance use compared to those with SUDs only (Randall et al., 1999). Parental substance abuse disorders have also been related to a higher risk of substance use among adolescents (Hawkins et al., 1992), perhaps due to factors like accessibility and genetic predisposition. Research also suggests high rates of other risky/illegal behaviors for adolescents with externalizing disorders, including an increased number of sexual partners, rates of pregnancy, and sexually transmitted infections among adolescent females with CD (Bardone et al., 1996; 1998). Criminal behavior is more frequent among adolescents with externalizing disorders and comorbid SUDs (Randall et al., 1999). Additional factors like behavioral disinhibition and sensation seeking, typically seen in adolescents with externalizing disorders, contribute to greater engagement in illegal activities (Hawkins et al., 1992). The current study seeks to investigate male adolescents with and without externalizing disorders (i.e., ADHD, ODD, CD, and ICD) by investigating a sample of youth in a residential treatment facility for sexually abusive behaviors (N = 295). Data related to adolescents’ substance use, criminal behavior, risky sexual behaviors, and participant/parental substance abuse history were gathered from archival records. Within the sample, 234 participants were diagnosed with at least one externalizing disorder, including ADHD (n = 209), ODD (n = 91), CD (n = 102), and ICD (n = 50). Chi-square analyses and one-way ANOVAs will be conducted to explore relationships among externalizing disorders, substance use, criminal behavior, and risky sexual behaviors. The results of this study intend to inform the literature by identifying important areas of concern among adolescents with externalizing disorders. Clinical implications from the findings of the current study will help to inform prevention, risk reduction, and therapeutic goals for the treatment of adolescents with externalizing disorders.

Insufficient research training contributes to the current shortage of researchers in the field of speech-language pathology, but also to the dearth of multicultural and multilingual (MCML) research. There is limited information regarding how MCML issues are addressed in Research Methods courses in Communication Sciences and Disorders (CSD). One of the ways in which this problem can be addressed is to include MCML issues into CSD research methods courses. A survey, “Integration of MCML Issues in Research Coursework” was developed based on an in-depth literature review. The aim of the survey was to gain information from instructors by examining the extent to which MCML issues are included in their CSD research methods courses. A total of 56 instructors responded to the survey. In the survey, 41.03% respondents indicated that it was very important to include MCML issues but only 28.21% included this topic in their course objectives. Time constraints, curricula overload, and specific courses on MCML were most cited as reasons for not including MCML. 44.44% used Research Ethics and 27.78% used EBP as strategies to infuse MCML into courses. 61.11% had further interest in the topic. By addressing MCML issues and culturally responsive research in CSD research methods classes, it is hypothesized that future speech-language pathologists will be better equipped not only to provide evidence-based services to the diverse populations they serve, but also be better prepared to conduct research on these diverse populations.

People with sensorineural hearing loss historically have difficulties understanding speech. For this reason, speech- or word-recognition abilities typically are assessed in an audiologic evaluation. The Northwestern University Auditory Test No. 6 (NU-6) is often used to evaluate this ability. One of the main variables in understanding speech is the speaker of the materials. It is well established that different speakers produce speech that is differentially intelligible. Some speakers are easier to understand than other speakers. The purpose of this study was to determine the word–recognition difference between the Auditec and VA speaker versions of NU-6 by older listeners with sensorineural hearing loss (OHL). Young adults with normal hearing (YNH) exhibit slightly better recognition performance on the Auditec version than on the VA version. A direct comparison of these two versions of NU-6 using the same older listeners for both materials has not been made. This study was conducted in quiet using a simple factorial design. Thirty-six OHL listeners participated (M = 71.6 years). Pure-tone thresholds were obtained on the test ear using a computerized protocol, Automated Method for Testing Auditory Sensitivity (AMTAS). Each participant was presented randomly 1200 NU-6 words (2 speakers by 6 levels by 100 words) over three sessions. Presentation levels of -2- to 38-dB SL in 8-dB steps for the recorded materials were referenced to the three-frequency, pure-tone average. In each of 3, 1-hour sessions, 25-practice items were given followed by 400 of the 1200 test words. A questionnaire assessed the perceived level of difficulty of each speaker. Overall, recognition performance was better on the Auditec version (68.7%) than on the VA (58.2%) version. This better performance on the Auditec version was observed at each presentation level. Of the 200 NU-6 words, the Auditec version produced better overall performances on 84.3%. The differences were maximized at the 50% point: 5.9-dB SL (Auditec) and 11.7-dB SL (VA). Only at the two highest presentation levels (30- and 38-dB SL) were equivalent performances achieved. Considering the 6 presentation levels of the 200 words, 1200 recognition performances were available, of which better performances were obtained with the Auditec version on 64.3%, with the VA version on 19.5%, and with equal performances on 16.2%. The results are overwhelming that for the conditions used in this study the Auditec version of NU-6 was easier to understand than the VA version. The only similarities between the data from the two speakers were the slopes of the functions at the 50% points, 3.3%/dB (SD = 1.1%/dB) and 3.5%/dB (SD = 1.0%/dB) for the Auditec and VA versions, respectively. The results of the questionnaire revealed that 83.3% of the participants reported that the Auditec version was easier to understand. In a study of YNH listeners using the same experimental paradigm, similar, but smaller, differences were observed between the two versions of NU-6. Overall, the Auditec version of NU-6 was easier to understand than the VA version for reasons ranging from calibration issues to variables that are only speculative about auditory function.

This research investigates the question of why some younger children appear to have better motor skills than older children. The hypothesis that children involved in physical activities after school or in the evenings have better motor skills at younger ages than children who aren't involved in physical activities outside of school is proposed. Young children have very varied levels of motor skills competency that have developed due to living in different environments and having varied opportunity to be physically active. These differences are a result of factors like socioeconomic status, parental influence, climate, and culture.2 Sports and physical activities are usually executed in team settings, allowing children to develop important social skills like teamwork, leadership, sportsmanship, and responsibility among others.1 But what if in addition to these numerous benefits, physical activity throughout childhood also offered an improvement in the rate of development of motor skills? 120 students in grades K-5 at the East Tennessee State University School participated in a large program looking at perception, cognition and motor skills. There were no exclusion criteria for the study and all children were invited to participate.  A total of 95% of the kids participated in the study and the attrition rate was zero. This portion focuses on the part of the larger study that was done prior to the start of the program. Children’s motor skills were evaluated with a standardized measure (BOT-2). The BOT-2 had 3 sections which were implemented, running speed and agility, balance, and upper limb coordination. These scores served as the dependent variable that relied on the time spent in physical activities outside of school and in the evenings as the independent variable. The scores were analyzed along with self-reported surveys on the levels of physical activity of the children. The results showed that there was evidence to support an association between the amount of physical activity outside of school, either after or in the evenings, r = .621, p = .001. There was evidence to support an association between the amount of time spent in physical activity on after school/evenings and running speed/agility, r = 0.295 and 0.269 p=.001. There was some evidence to support an association between the amount of time spent in physical activity after school and upper limb r = 0.253, p = 0.05. There was no evidence to support an association between the amount of time spent in physical activity on nights/after school and balance r = 0.045 and r = 0.059 p = 0.45. This work will be useful in understanding the relationship between children’s participation in physical activity after school and their motor skills development rate. The information gathered from this research can be used to promote and support the increase of physical activity time that is available to students during school. Allowing children to have more experiences and opportunities for physical activity at school can help minimize any disadvantage in the rate of motor skills development that children who are not physically active at home may have.

Various emotional well-being issues often arise in college students. Participation in creative activities, regardless of previous art experience, contributes to a significant decrease in cortisol levels, resulting in less stress. However, to better understand the impact of art therapy related activities on well-being, it is important to examine what specific areas of emotional well-being may be applied to specific art activities. The Make and Take Mondays Program was implemented through the East Tennessee State University Counseling Center and provided students with the opportunity to participate in seven different art therapy related activities. Each activity examined a specific area of emotional well-being, which consisted of the following: balance stones, stress-relief hemp bracelets, self-awareness magnets, mindfulness painting, mental health awareness rock painting, gratitude journals and self-expression prayer flags. Students were then given informational handouts in reference to research on each specific activity, information about the counseling resources available on campus and the opportunity to complete an optional quick survey and/or additional survey. As a result of implementing the Make and Take Mondays program and compiling survey results, it was determined that the majority of students found the program to be helpful and reported feeling calm and positive while participating in the activities. It was also determined that art therapy related activities may be contrived to address specific areas of emotional well-being, which can lead to a decrease in emotional well-being issues in college students.

Neonatal abstinence syndrome (NAS) refers to the withdrawal infants exposed to opioids in utero may experience following birth. In recent years, the number of infants born who present with NAS has grown exponentially. This increase in the number of infants with NAS has led to a new population within the caseloads of speech-language pathologists (SLPs) who work in neonatal intensive care units (NICUs). SLPs’ knowledge base and skill set of assessment and treatment of swallowing and feeding disorders in infancy play a vital role in the treatment of infants with NAS in the NICU. A dearth of research exists regarding the specific nature of the feeding problems and skills of infants with NAS and whether SLP intervention for infants with NAS needs to differ from that of other infant NICU populations. Identifying how SLPs can best serve infants with NAS in the NICU is essential to their immediate well-being as well as the development of these infants. The purpose of this survey-based research study was to examine NICU SLPs’ perceptions of infants with NAS, and more specifically, how NAS affects the infants’ feeding skills, structural, and oral-motor characteristics. A questionnaire was developed based on an in-depth literature review to collect information on NAS, caseloads, treatment environment, and respondent demographics. The survey consisted of three sections: NAS (further divided into Assessment, Treatment, and Education), Environmental Description, and Respondent Demographics. The secure web-based questionnaire was distributed through SurveyMonkey™, an online survey platform. Survey research was conducted, and hospital-based speech-language pathologists within the USA acted as respondents. The findings will contribute to establishing a preliminary base of information on this topic. The results are expected to further inform the field as well as current practices in evidenced-based practice care for infants with NAS.