Two AHS researchers receive Call To Action funding for 2021-22



Two projects led by AHS researchers received grants as part of the university’s 2021-2022 Call to Action to Address Racism & Social Injustice Research Program.

The first, with KCH Associate Professor Andiara Schwingel as the principal investigator, is entitled “Online Certificate Programs for Community Health Workers (CHW): From overlooked and under-researched employees to well-equipped frontline agents in the fight to reduce health disparities in communities of color.”

Using a community-based participatory research approach, Schwingel and her team—which includes KCH Assistant Professor Susie Aguinaga—plan to establish a coalition that includes CHWs, Illinois researchers, University of Illinois Extension, and the Illinois Community Health Workers Association (ILCHWA) to develop, evaluate, and disseminate online learning strategies through certificate programs that will train CHWs to address their community health needs. Funding for the project is $100,000.

Currently in Illinois, the researchers say, the CHW field largely depends on employer-provided on-the-job training. There is no standardization and the length and scope of training varies a great deal from employer to employer. The key deliverables include a series of online certificate programs available in both English and Spanish.

Other collaborators are Brandi Barnes, Research Development Manager, Interdisciplinary Health Sciences Institute; Jennifer McCaffrey, Assistant Dean, Family and Consumer Sciences, Illinois Extension; Ruby Mendenhall, Associate Professor in Sociology, African American Studies, Urban and Regional Planning, and Social Work; Leticia Boughton Price, CEO/President, Illinois Community Health Workers Association, and Wandy Hernandez-Gordon, Cofounder/VP, Illinois Community Health Workers Association.

The second, with RST Professor Monika Stodolska as the PI and RST Professor Kim Shinew as the co-PI, is entitled, “Combating Systemic Racism in Access to Nature, Open Spaces, and Parks and Recreation Resources.” Corky Emberson and Elsie Hedgspeth of the Urbana Park District are the community collaborators. The grant amount is $93,428.

The study will provide a formal evaluation of the steps undertaken by the Urbana Park District to better serve their residents of color, identify additional strategies UPD can employ to engage local residents of color, and create a road map for other public recreation and natural resource agencies across the U.S. on how to address systemic racism in access to nature and recreational resources among people of color.

RST undergraduate and graduate students will be involved in the study through interview/questionnaire development, data collection and analyses, and implementation and dissemination findings. The study’s primary deliverable, the Strategies to Address Racism and Social Injustice in Recreation (SARSIR) blueprint, will be integrated into the curriculum in general education and core courses (RST 120: Parks, Recreation and Environments, RST 230: Diversity in Recreation, Sport and Tourism, and RST 317: Designing Parks and Recreation Experiences) and students will be able to implement the blueprint through their experiential coursework and internships. 

Editor’s note:

To reach Vince Lara-Cinisomo, email vinlara@illinois.edu.
 

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Aronoff’s R01 grant aimed at maximizing binaural benefits



Justin Aronoff’s study will provide insight into how the binaural auditory system combines signals from the two ears. (Photo provided)

Bilateral cochlear implants are used to provide hearing to both ears for deaf children and adults, as well as provide binaural hearing. But the benefits of bilateral implants can be hampered by poor integration of the devices’ left and right inputs. Thanks to an R01 grant, Department of Speech and Hearing Science associate professor Justin Aronoff has a plan to combat that.

Aronoff was awarded a $1.57 million grant from the National Institute on Deafness and Other Communication Disorders for his project “The contributions of interaurally correlated signals and interaurally symmetric place of stimulation for the binaural auditory system.” The proposed study will provide insight into how the binaural auditory system combines signals from the two ears and lay the groundwork for a shift in how and when clinicians program bilateral cochlear implant users’ devices to maximize binaural benefits.

Aronoff has just begun data collection, and recently gave a demonstration of some of the study’s testing, with research assistant Simin “Tina” Soleimanifar as the subject.

In Aronoff’s lab, Tina, who does not have a cochlear implant, sat next to a scope where she can see the signal that is coming out of a cochlear implant.

“The first thing that we need to do when we’re testing a cochlear implant patient is the same thing that you would do if you go into the (audiology) clinic,” Aronoff said. “And that’s basically setting what are the comfort and safety levels.”

As Aronoff explains, the simulations of cochlear implants are not really simulations of what it would sound like to cochlear implant users. “Most of them are just simulations of what it would sound like to only have 22 notes on your piano,” he said, “but everything has to be done on those 22 notes. That’s all you can hear. … (Renowned researcher) David Landsberger (said) listening with the cochlear implant is like playing the piano with a ping pong paddle.’ That you’re hitting a bunch of notes at once. And so if I turn off an electrode, that paddle gets a little wider for all the other notes. That’s the way to think about it.”

For Aronoff, the potential impact is deeply motivating. “Our ultimate aim is to improve speech perception in noise for cochlear implant users,” he said. “Being able to follow conversations in noisy environments is one of the biggest challenges they face, and we hope this technology can make a meaningful difference in their everyday lives.”

To understand what the signal from the cochlear implant actually is, you need to use a scope. Aronoff said the scope is connected to breakout boards, which allow him to tap the output from each electrode and put it on a scope and record it, to make sure the signal is what he thinks it is. Different devices have a different number of electrodes, Aronoff said. He was working with a cochlear device during this test run, which has 22 electrodes. During the test, he gradually increases the amount of stimulation until Tina can see something on the scope.

Aronoff compared the electrodes to shining a flashlight beam.

“As you walk away from a wall that you’re shining a flashlight beam on, the beam gets wider and wider. And these are fairly far away from the wall. What that means is if you have two flashlight beams right next to each other, they illuminate mostly the same spot on the wall. There’s a little difference on the edges, but they’re mostly overlapping. And that’s what’s happening as well with these electrodes. And so that’s why when you go from one electrode to the next, you’re stimulating most of the same neurons.”

One of the most important issues Aronoff hopes to tackle with this grant is about perception of interaural time differences (ITDs) and interaural level differences (ILDs), which limit the ability of bilateral cochlear implant users to localize sounds and understand speech in noisy environments.

“This is actually a big question of the grant,” he said. “We know for a pitch that it is very malleable. That over time whatever I tell you in your map, whichever electrodes get the same frequencies in the outside world will start sounding the same in terms of pitch. We don’t know if that’s true for ITDs and ILDs. That if the best electrodes paired together change over time or not. It definitely seems to be less malleable. We don’t know if it’s malleable at all. And that’s a big purpose of this grant, to see if that correlated input only affects the pitch that you hear, or if it’s affecting the entire auditory system.”

Another issue is that people who have two cochlear implants don’t always hear one coherent sound from the two ears. They will sometimes hear a left ear sound and a right ear sound, Aronoff said.

“If you’re listening over headphones and one of them is bad, the way to tell is you lift one up. You can’t be like, ‘Oh, I can hear it’s the left one that’s bad. You have to lift one up.’ That’s how well things fuse together into one perception. Now, for cochlear implant users, that’s often not the case. They often do not have things fusing together completely. And so that’s one thing that we look at. There’s big benefits to it.”

The benefit of having bilateral cochlear implants is more than just having a backup if one implant goes out, Aronoff said. They will allow you to hear better in noisy environments.

“If you’re listening to someone who’s across the table from you and there’s background noise, being able to spatially separate out where are the speakers from everyone else helps you. And having two ears gives you that ability. If you only have one ear, you cannot tell something’s coming from the left or the right. So two ears is really what you need. And most cochlear implant users can localize reasonably well. Not as good as normal hearing listeners, but reasonably well. So that’s a big benefit of having two ears as well. There’s other things in terms of when someone comes up on one side of you. If it’s on the side that doesn’t have a cochlear implant, you might not even know they’re talking to you. There’s a lot of benefits of having two instead of one.

Getting a good measure of fusion has been one of the more challenging aspects of the project, Aronoff said, since fusion is a central idea to the grant, and because everyone has a different idea of what fusion means.

“A lot of the other things are largely predicated on this idea that you hear it as a coherent sound,” he said. “You can’t localize a sound if it sounds like it’s coming from both ears. And so, yeah, fusion is very central to this grant. And so we have a lot of experiments where we are looking at that fusion and how different things affect it. “

Editor’s note:

To reach Vince Lara-Cinisomo, email vinlara@illinois.edu

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Expert Q&A: Laura Rice on COVID-19, vaccinations and returning to pre-pandemic life



By July 2021, businesses had re-opened, but in-person instruction was still in question because of the pandemic (Stock image)

Q: Do you think universities should require vaccinations for in-person students?

A: The University of Illinois Urbana-Champaign, similar to other universities across the United States, are now requiring students to be vaccinated prior to returning to campus for the fall semester. Students with extenuating circumstances may request an exception from this requirement. Given the close living quarters of students and challenges associated with social distancing in residence halls, classrooms and other locations on campus, the vaccination requirement is an important component in keeping students safe and facilitating a return to normal campus life. While precautions should still be taken, vaccination is an important tool to support a safe return to campus in Fall 2022.

Q: How does the current COVID Delta spike in Missouri impact Illinois?

A: Given the increased frequency of the Delta variant in Missouri and other places in the United States, we all must continue to be vigilant in our response to COVID. All individuals should follow the recommendations of the Centers for Disease Control and Prevention (CDC) which includes getting vaccinated if you are able. If you are not vaccinated, it is critical that people continue to wear masks, social distance, avoid crowds and poorly ventilated spaces, wash your hands, and monitor your health through frequent testing. Everyone should continue to cover their mouth when they sneeze or cough and make sure that high touch surfaces are cleaned frequently. While many of us are facing fatigue adhering to COVID recommendations, it is important to continue to be vigilant and do your part to avoid mandatory quarantine requirements.

Q: How would you persuade those who oppose getting a vaccine to get one?

A: To persuade an individual who is unvaccinated to become vaccinated, it is important to make sure that the individual is fully educated about the safety of the vaccines from reliable, peer reviewed resources. For the example, the Centers for Disease Control and Prevention offers evidenced based, easy to understand information regarding vaccine safety. Unfortunately, false information that is circulating on social media and other unreliable sources is causing confusion regarding the safety of vaccines. Educating yourself, and others, from evidenced based sources is critical to understanding the safety of vaccines and making an informed choice regarding vaccination.

Q: Should people still get tested after getting fully vaccinated?

A: After an individual has been vaccinated, they should continue to comply with federal/state and local requirements regarding testing. COVID is still an evolving situation with new variants emerging frequently. Thus far, vaccines have shown to be effective against a variety of variants. However, it is critical that citizens continue to comply with rules and regulations that are implemented regarding testing as the situation is still changing frequently.

Q: Would you recommend still wearing a mask in places where large numbers gather (such as grocery stores, classrooms)?

A: An individual who is fully vaccinated should review peer-reviewed, evidenced-based literature and COVID-19 rates in their local area to make an informed choice regarding mask usage in crowded areas. Review of such information will help the individual who make an informed choice regarding mask use in this evolving situation. If you are in close contact with non-vaccinated individuals or have other medical conditions, mask use will continue to help protect you. Given the evolving nature of the situation, it is important to stay updated on current recommendations from reliable sources and comply with those recommendations.

Editor’s note:

To reach Vince Lara-Cinisomo, email vinlara@illinois.edu.
 

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A Few Minutes With … Justin Aronoff



Transcript

VINCE LARA: Hi, and welcome to another edition of A Few Minutes With, the podcast that showcases Illinois College of Applied Health Sciences. I’m Vince Lara, and today I’m speaking with Justin Aronoff, an assistant professor in the Department of Speech and Hearing Science, about his research on the binaural auditory system as it relates to cochlear implants.

All right, Dr. Aronoff, thank you for joining me on this edition of the podcast. And commonly, I ask guests of the podcast about their inspirations for their research. So what made you look into auditory research? And you do primarily cochlear implants. So what made you look into that kind of research?

JUSTIN ARONOFF: So I kind of fell into this area. I was actually– I was having a bad experience at a postdoc. And there was another research position at the institute that I was at. And it was a hearing aid lab, primarily, that happened to have one cochlear implant project.

And I ended up on that project. So it’s a complete chance I ended up working a cochlear implant users at all. And I just fell in love with this field. I fell in love with the work. And it’s so rewarding to work with cochlear implant users.

One of the unique things about working with this patient population is that you tend to be individuals who come back to lab, you know, sometimes month after month for years. We’ll see them, and so we build up these relationships. It becomes very rewarding.

And it’s also a population that really values the research. So we do what is not necessarily the most exciting experiments to be in. We have people listen to beeps for five hours sometimes, which sounds very thrilling, I know. And I do sometimes ask them, look, I really appreciate that you’re coming in here and doing these incredibly boring experiments. I got to ask why, though. I appreciate it, but why are you doing it?

And what they often respond is they say, well, you know, I realize that what this device has done for me is a miracle. And I realize that the reason that it does what it does for me is because 20 years ago, there was someone sitting in a chair like this, listening to beeps for hours on end. And I really want to pay it forward. I really want to give to the next generation. And that type of sentiment is really kind of motivating to me, kept me really interested in continuing and working in this field.

VINCE LARA: Yeah, you kind of answered my next question, but I’ll ask it anyway. So you did your undergrad work in teaching, in the teaching of Spanish.

JUSTIN ARONOFF: Yes.

VINCE LARA: So then you followed with a masters in linguistics, which makes sense, right? You had these two– you had a pattern here. And then that led to Speech and Hearing Science. And that’s primarily because of how you felt about the population within that demographic, if you will?

JUSTIN ARONOFF: Well, I didn’t find cochlear implants until my postdoc.

VINCE LARA: OK.

JUSTIN ARONOFF: So my path was definitely fortuitous, to say the least. So when I was an undergrad here at U of I, in teaching Spanish, I did study abroad in Spain. And I took a linguistics course. And that got me very interested in linguistics.

And when I came back to campus, the only linguistics course that fit into my schedule was a neurolinguistic course by Molly Mack. And that really got me interested in the brain, and language, language acquisition. And so I went on and did my master’s in linguistics.

I was actually in the PhD program in linguistics at the University of Southern California. And as I got more and more interested into the neuro side of it, it felt like it didn’t quite fit into just the narrow range of neurologistics. I was interested in broader issues in neuroscience. And so I actually changed over into the neuroscience program to finish up my PhD.

And as I was doing that, I had the naive idea that, hey the auditory system seems like a fairly easy system to work with and to understand. But I was definitely a little naive at the time. And so that got me interested in working auditory work, and led to working at the House Ear Institute, and then eventually into doing postdoc there.

VINCE LARA: Mmhmm, now, Dr. Aronoff, for you listeners, recently received a seven-figure grant for a project that examines how the binary– binaural auditory system works. And so I’m curious, so the binaural system, for those of you who are uninitiated in this, is how the brain combines signals from our two ears. But I’m curious, why is that important?

JUSTIN ARONOFF: So having the ability to combine information from two ears can help in a lot of different situations. One of the big benefits is noisy environments. So typically, when you’re in a noisy environment– let’s say you’re at a restaurant– you’ve got the person you’re listening to is right in front of you but you’ve got all this background noise. You might have a table to side where those people are talking, you’re trying to tune them out.

The ability to basically attend to and separate out these spatially distinct sources of sound is dependent on the fact that you have two ears and that you can combine that information so it allows you to better focus on the person that you want to attend to, depending on wherever they are in space.

It’s also really important for localizing. So when you only have one ear, you really can’t tell if a sound is coming from the left or the right, especially if you don’t know what the volume is. There are some tricks you can use. But in general, most people are just very, very bad at being able to even tell the side that a sound is on when they only have one ear. Having two ears allows you to localize where the sound is.

You know, and also, patients also describe that having two ears makes the world seem fuller. It’s just this kind of qualitative sense to the world with two ears that you also don’t get having one ear alone.

VINCE LARA: Hmm. Your research is primarily focused on the importance of the study relative to cochlear implants. And–

JUSTIN ARONOFF: Yeah.

VINCE LARA: –the study states that you plan to maximize binaural benefits. And I wonder how you propose to do that.

JUSTIN ARONOFF: So one of the things that we found, my lab and other labs in this field, is that one of the big detriments in terms of getting those benefits from having two ears is when the information that you’re getting from the left and the right ear are mismatched.

And this can happen in a number of different ways. But the way that we see it happening with cochlear implants has to do with where the cochlear implant array is sitting, within the left or right cochlear, within the left and right ear, as well as what neurons are actually surviving in those two ears.

So it turns out that if you do not stimulate the same places, the same relative neurons in the left or the right ear, your ability to localize or ability to use these binaural cues and these cues that you get from having two ears decreases quite a lot.

Now, we know that there are potentially some mechanisms that can help you with that. There’s some ability to adapt. And our lab and other labs have looked at the ability to adapt to this mismatch between the two ears. It’s not clear how limited that is. We know you can do it in terms of the perception of what sounds like the same pitch in the two ears. Whether or not that translates to other things or not is not clear yet.

And really, what we’re trying to understand is how does that adaptation affect your ability? How do we need to change how we program these devices? When do we need to change? So if adaptation can handle a lot, maybe we can wait. If adaptation cannot handle a lot, then we need to start reprogramming very early on when you first get these devices.

And so we’re trying to look at kind of how do you manipulate where the stimulation is, how do you manipulate how similar the stimulation is in the two ears in order to improve those binaural benefits.

VINCE LARA: You helped develop a test that measures spectral resolution. And I’m wondering– two questions– what’s spectral resolution? And what’s the test?

JUSTIN ARONOFF: So spectral resolution is basically your ability to tell that two notes that you’re playing on the piano are not the same note. So people who have poor spectral resolution basically are not going to be able to tell that two notes that are roughly two notes apart are actually not the same note. And this is a common problem that we see with cochlear implant users.

And the reason that this is important is because it turns out that your ability to understand speech in a noisy environment really relates, in part, to your spectral resolution. And that’s something that we know that is a problem for cochlear implant users, as well as other patient populations.

So this is a test that I co-developed with David Landsberger when we were both at the House Ear Institute. And basically, this is a spectral-temporally modulated ripple test, or the SMRT. We’ve since modified it to create a version that can be used in the clinics as well, that’s the SMRT Lite for computeRless Measurement or SLRM. And basically what these measures are, they sound a lot like 1980s arcade sounds.

VINCE LARA: Hmm.

JUSTIN ARONOFF: And basically, it’s a fairly easy test. You just need to tell which sound is different, all right? And so you’ll hear three sounds that kind of sound– it’s kind of Space Invaders-y sound. And you’re trying to tell what’s [? different. ?] We’re manipulating, and there is some of the spectral properties, basically how close together these little ripples that we have across the spectrum, how close together they are and whether you can tell that one of them is closer than the other two.

VINCE LARA: Hmm.

JUSTIN ARONOFF: So it’s a fairly easy test for people to do. We’re not asking them to do anything but tell which one is different. And what’s nice about it is it turns out that it correlates well with speech perception in quiet as well as in noise. We’ve found that other labs around the world have found that as well.

So it turns out to be a nice kind of proxy test. Why the clinics have gotten interested in this is because one of the big problems that a lot of clinics have– I work with UIC in Chicago, for instance– is that they’ll often have patient populations that speak a wide range of languages, where English is not the native language. And when English is not your native language, testing someone on speech perception in English can be problematic because you don’t know if the problem is an auditory problem or if it’s a language problem.

VINCE LARA: Mmhmm.

JUSTIN ARONOFF: And so what’s nice about this test is that it’s a non-linguistic test. It doesn’t depend on languages. These are, like I said, kind of arcade-type sounds. There’s no linguistic content. But it does predict language performance.

VINCE LARA: Using your master’s in linguistics there, I would imagine.

JUSTIN ARONOFF: Yeah.

VINCE LARA: Yes. You know, you’re at an R1 university. And with that, your time is often dominated by research here at the University of Illinois. But teaching is a part of your responsibilities as well. And so I’m wondering what’s your favorite course to teach?

JUSTIN ARONOFF: That is a hard question. It’s hard to choose one, for sure. I really do enjoy teaching. And obviously, I got my degree in teaching. And I’m a licensed teacher in the state of Illinois. I come from a family of teachers. So it’s something I’m very passionate about.

If pressed, I would have to say it’s probably SHS280, Communication Neuroscience. It’s something that’s in that area where I got my PhD. I’m definitely very passionate about neuroscience. I really liked the large undergrad classes. I like those classes where this might be their first exposure to the area and you can really see the growth and the coming in really knowing next to nothing about the topic area, and then leaving. You can see kind of the growth of balance that they come out with.

So it’s a really rewarding class. And it’s just a fun class.

VINCE LARA: My thanks to Justin Aronoff. For more podcasts on Illinois College of Applied Health Sciences, search A Few Minutes With on iTunes, Spotify, iHeart Radio, radio.com, and other places you get your podcasts fix Thanks for listening, and see you next time.

Editor’s note:

To reach Vince Lara-Cinisomo, email vinlara@illinois.edu.
 

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I-Health student Cecilia Kattan discusses her internship



Cecilia Kattan, left, aspires to be a physician’s assistant

Q: Where did you complete your internship and what was your experience?

A: I completed my internship at the Champaign-Urbana Public Health Department in partnership with the maternal & child health department and community nutrition initiatives. My role at my internship was a hybrid of administration and observation. Some examples of projects I completed are: social media management, breastfeeding incentive program with the peer lactation consultant, coordinating with sponsors for the Mommy and Baby Expo, created an employer breastfeeding friendly certification toolkit, and led a grant proposal and presentation for the Carle HealthMaker Lab. I was also given the opportunity to shadow WIC consultations.

Q: How did you apply for the internship?

A: I applied via the C-UPHD internship website, followed by an interview with the director of the department, Valerie Koress.

Q: What did you learn from the internship?

A: I was given insight on how public health departments operate and allocate resources efficiently. In addition, I got an up-close look into the racial disparities experienced in our community and aided in the progression of initiatives to fill those healthcare gaps.

Q: What was your biggest takeaway from the experience?

A: My biggest takeaway was realizing the different levels of organizations that contribute to community health and the discrepancy in funding.

Q: Is this internship closely related to the field you are hoping to work in?

A: My internship gave me valuable experience working in maternal and child health, since women’s health is an interest of mine. As a future Physician Assistant I will be able to understand the value of non-clinical grassroots initiatives. In addition, community service is one of my intrinsic pillars. Therefore, I hope to participate in some of these initiatives in my future career.

Q: Would you like to share any other information that might be helpful for future I-Health students?

A: You get out what you put into your internship. My role was not clearly defined for me since I was the first intern since the arrival of the new director. Hence, I made it a point to do weekly check-ins with my preceptor, Valerie, to ensure I was being helpful. Remember to use your voice and advocate for yourself to ensure you have a valuable experience.

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