As a speech-language pathologist, my own background consists of 20-years of experience specializing in rehabilitation of disorders of speech, language and cognition in acute care hospitals; inpatient and outpatient rehabilitation settings. I am no longer in academia and I am currently focused on pediatric work— another area of practice I enjoy tremendously.
My doctoral studies and own research agenda have sought to understand the balance between spoken and written language in literate persons with severe speech impairments attempting to pursue valued life activities (i.e., education, careers). It was in this research that I first began to realize the importance of properly understanding the changing landscape of literacy on the opportunities of persons with severe communication disabilities. Recent decades have been seen an epochal shift from traditional notions of print literacy to digital, screen-based multimodal compositions.
ORIGINS OF RESEARCH
Professor Chioffi and I first became acquainted in a clinical context when he came to the University of Arkansas Speech and Hearing Clinic seeking assistance with his speech and language challenges.
In spite of a significant return of premorbid functioning in the years following his initial neurological insult, he still presented as an individual with severe speech disfluencies with accompanying language symptoms impacting both spoken and written language. Enhancing participation in valued activities (e.g., his vocational activities) became the focus of intervention in collaboration with him.