Kim Graber, Shahid and Ann Carlson Khan professor and head, Department of Health and Kinesiology (Photo by Craig Pessman)
Hello, Health and Kinesiology family,
Welcome to the spring 2025 edition of our newsletter! This marks our first spring semester under our new department name, officially changed last August. We have exciting updates to share and plenty to celebrate.
Inside, you’ll learn about the importance of specialized faculty, how digital-voice assistants support older adults and read about innovative research and a prestigious honor for our faculty. I hope this edition leaves you inspired by our collective impact and the momentum we’re building together.
Wishing you a successful and fulfilling semester!
Warmly, Kim Graber Shahid and Ann Carlson Khan Professor and Head, Department of Health and Kinesiology
Laura Mattie, left, and Meaghan McKenna exemplify how SHS researchers connect to community (Photo by Ethan Simmons)
The work at the College of Applied Health Sciences doesn’t stay in the lab—it transforms lives. Faculty such as Meaghan McKenna and Laura Mattie exemplify the college’s commitment to bridging research with community impact. Whether developing interventions for literacy in schools or building relationships with families of children with disabilities, they show how academic insights can create tangible benefits.
Mattie joined the faculty in the Department of Speech and Hearing Science in 2015. Now an associate professor, she has spent the past nine years working on research with her colleagues in SHS as the principal investigator in the Development in Neurogenetic Disabilities Lab. She said her time spent at the department has led to close relationships, both personal and professional.
“The interdisciplinary nature of the department, the university and the college really has helped me to build more collaborations, and I think that’s one of the key things to being successful in my field,” Mattie said. “Some of my collaborators are my closest friends.”
Mattie’s fall semester class, titled Children with Neurodevelopmental Disorders Across Communication Contexts, covers the development of social and communication skills in children with various neurodevelopmental disorders that her research is focused on as well. Her current research, which primarily concerns children with fragile X syndrome and Down syndrome involves longitudinal studies that require a level of personal connection with families of children partaking in her studies.
For Mattie, being a new mom to two young girls has offered a fresh perspective on her research.
“As we’re getting closer to the end of the project and thinking of what to do next, the mom in me led to the thought, ‘How do we get information to moms and clinicians quicker?”’
Mattie said building relationships with families really allowed researchers to value their thoughts and experiences.
“I want to partner with families and clinicians—and we found this evidence that we think is helpful—but how can we package the information so they can use it every day; how can we really make it accessible for them, and instead of getting it to them in 10-15 years (the current research-to-practice gap), get it back to them quicker?”
McKenna isn’t just one of the most recent additions to the SHS as an assistant professor. She also has years of experience as a speech-language pathologist and a passion for connecting with districts, schools and educational professionals about solving problems of practice corresponding to literacy and multi-tiered systems of support.
“Forming partnerships and relationships is the most important thing I do,” she said.
Working in SHS is a position that is far from stationary: McKenna’s work pulls her across not only campus, but into surrounding cities and school districts where she aims to narrow the gap between research and practice. She currently partners with her colleague Amber Ray in the Department of Special Education and Holy Cross School in Champaign on writing intervention research.
McKenna has also joined three other schools and districts who connected with her about their mutual interest in solving problems of practice corresponding to writing. In Danville, she is collaborating with the curriculum department and classroom teachers as K-2 instructional guides are created that highlight daily writing activities aligned with the core curriculum and evidence-based practices. In Blue Ridge, Illinois, professional development sessions that address writing instructional priorities identified by classroom teachers are held monthly. In Chicago, a Pre-K-8 school formed an instructional leadership team committed to vertical alignment of how the writing process (cycle) is taught and student writing is evaluated.
“I think it’s important for us to bridge what we’re doing in research and think about how it translates into practice,” she said. “I don’t think it’s productive to be in a research lab all day or writing papers if it doesn’t have any impact on the community or individuals who are going to be applying the findings. The opportunity to co-learn with schools and districts across the state (who are) committed to prioritizing writing has been the highlight of my second year in Illinois.”
Research for a gap in treatment for hearing in noisy environments has been active for decades
An Illinois research team will work to implement an at-home assessment for hearing, including a smartphone app (Stock image)
Approximately 37.5 million adults in the United States experience hearing loss. A team from the University of Illinois is working to alleviate barriers in accessibility and affordability to hearing health care.
Dan Fogerty, an associate professor in the Department of Speech and Hearing Science in the College of Applied Health Sciences, recently received two grants to support his project, titled “Empowering Illinois Communities for Better Hearing Health.” The project is focused on improving access to hearing screening through an at-home assessment and focusing on a primary hearing complaint: difficult hearing in noisy environments.
One grant is from the Chancellor’s Call to Action Research Program. This program aims to empower the university community to address the greatest challenges facing our society and seek new solutions. The second grant, from Campus Research Board, supports the work done to create the self-administered hearing assessment. Total funding from the grants amounts to just under $100,000.
“Current hearing screening methods, which consist of detecting simple tones in quiet, often fail to address real-world challenges,” Fogerty said. “Hearing screening can be improved by more accurately assessing the listening difficulties that people complain about and may be more motivated to address.”
Research for this gap in treatment for hearing in noisy environments has been active for decades, Fogerty said.
“It involves both technology-focused solutions, such as advanced hardware and signal processing to reduce noise and enhance speech, as well as aural rehabilitative strategies involving education and training,” Fogerty said. “The focus of this project is to help identify the specific challenges that an individual might have when listening in noisy environments in order to customize the collection of strategies that might be most useful for them.”
A team consisting of researchers from the Audiology and Speech-Language Pathology Clinic, the College of Agricultural, Consumer and Environmental Sciences and the Office of the Vice Chancellor of Research and Innovation will develop and implement an at-home assessment, including a smartphone app. Over the course of the project, they will also examine implementation in the lab, the audiology clinic and in communities across the state.
Fogerty said this combined interdisciplinary approach will help them tackle accessibility and affordability issues.
Hearing screening can be improved by more accurately assessing the listening difficulties that people complain about and may be more motivated to address.
Dan Fogerty
Associate Professor
“Our partnership with the audiology clinic ensures the translation of this research into clinical practice. ACES brings expertise in community engagement, specifically through the Illinois Extension offices which will facilitate public education and access,” Fogerty said. “OVCRI contributes research infrastructure and computational expertise through NCSA.”
NCSA, the National Center for Supercomputing Applications, will support the development of a hearing app that will expand access to the innovative hearing assessment. The high prevalence of smartphones allows online and app-based testing to be possible.
Fogerty said addressing hearing disparities is a priority because untreated hearing loss has widespread medical, social and economic consequences. Adults in underserved communities can be far away from hearing centers and often face shortages in hearing services with healthcare providers. Economic barriers, such as travel costs or time away from work, may also interfere with affordability.
“Mobile self-administered hearing assessments, downloadable to a smartphone, will literally put personalized hearing health information at our fingertips,” Fogerty said.
At-home hearing assessments are innovative because they enable advanced hearing care remotely, removing barriers and costs associated with in-person clinic visits.
“These tests can be conducted anywhere at any time,” Fogerty said. “This also increases the likelihood of patient follow-up and compliance with testing recommendations due to the convenience and flexibility of the assessment.”
Hearing aid use has been reported as low as 8.6% among adults with some hearing handicap. Fogerty said there are a variety of reasons for this statistic.
“Gaps in insurance coverage and perceived social stigma may contribute,” Fogerty said. “Underestimating hearing difficulties, limited awareness of potential treatment options, or difficulty accessing services are other common reasons. Our self-assessment is designed to address some of these factors.”
Even with some over-the-counter hearing aid options, OTCs are still relatively new and many barriers remain.
“Limited awareness of hearing difficulty or treatment, stigma, out-of-pocket costs [are still factors],” Fogerty said. “OTCs are also only intended for use by adults with perceived mild to moderate hearing loss without other medical conditions.”
The funding for this project will start in July and last one year, with the home-based assessments planned to start in early 2026. Fogerty anticipates recruiting 200 adults across all study phases, which will include testing in the laboratory, audiology clinic and community.
A new study aims to deepen our understanding of how the brain influences our ability to distinguish speech amid background noise
Ian Mertes has been interested in how the brain influences the inner ear since he was a graduate student. (Photo provided)
For millions of people worldwide, hearing loss is not simply a matter of volume but clarity—especially in noisy environments. Struggling to distinguish a single voice in a crowded restaurant, a busy office or even a family gathering is a common report among those with hearing difficulties. Researchers at the forefront of auditory science are investigating an essential but often overlooked aspect of hearing: the brain’s role in processing sound.
A study led by Department of Speech and Hearing Science Associate Professor Ian Mertes, titled “Olivocochlear Efferent Function: Associations with Hearing in Noise and Listening Effort,” aims to deepen our understanding of how the brain influences our ability to distinguish speech amid background noise. The project, supported by a three-year, $570,000 grant from the National Institutes of Health, will examine the neurological mechanisms that contribute to hearing in noise and the effort required to listen under challenging conditions.
Mertes has been interested in how the brain influences the inner ear since he was a graduate student.
Hearing is often thought of as a passive process: sound waves enter the ear, are converted into neural signals, and are sent to the brain for interpretation. However, the reality is far more complex. The auditory system has a top-down control mechanism that influences how the ear processes incoming sounds. This system, known as the medial olivocochlear efferent system, acts as a neural feedback loop that modulates auditory input.
But Mertes said there are still unanswered questions about how this system contributes to listening in everyday life. Efferent pathways originate in the brainstem and extend to the cochlea, the inner ear’s sensory organ responsible for converting sound waves into electrical signals. These pathways play a crucial role in adjusting how we hear in noisy environments. By selectively dampening background noise and enhancing speech signals, the medial olivocochlear system may improve our ability to focus on important sounds while ignoring irrelevant ones.
“My study also examines if the medial olivocochlear reflex is involved in listening effort,” he said. “Even if the medial olivocochlear reflex does not improve someone’s performance on a speech-in-noise task, it may reduce the mental resources needed to listen in background noise.”
Investigating Speech-in-Noise Recognition
The study aims to explore how variations in this top-down control contribute to an individual’s ability to understand speech in noisy settings. Researchers will work with adults who report varying levels of difficulty in hearing amid background noise. By measuring their auditory responses under controlled conditions, the team hopes to uncover patterns that link efferent function to speech recognition abilities. Mertes said that in addition to people with hearing loss, it’s estimated that up to 44 million U.S. adults have clinically normal hearing and yet report that they have difficulty hearing in noisy situations.
“We are still trying to understand the underlying reasons for these difficulties,” he said.
Beyond understanding speech in noise, the study will also explore the cognitive effort required to listen in difficult auditory environments
Participants will undergo a series of tests assessing their ability to discern speech against different levels of background noise. These assessments will be paired with physiological measurements of inner ear and auditory brainstem activity, allowing the researchers to determine how the brain’s feedback mechanisms influence perception. By comparing individuals with and without self-reported hearing difficulties, the research team aims to identify specific deficits in the olivocochlear system that may contribute to these challenges.
“We hypothesize that medial olivocochlear reflex function will be reduced in the group that reports having significant difficulties because they have less noise reduction happening at the level of their inner ear,” Mertes said.
Measuring Listening Effort
Beyond understanding speech in noise, the study will also explore the cognitive effort required to listen in difficult auditory environments. Listening effort is a critical but often subjective aspect of hearing. Even if two individuals achieve similar results on a hearing test, one may expend significantly more mental energy to achieve the same level of comprehension.
Implications for Future Research and Interventions
The findings from this study could have significant implications for hearing health care. Currently, hearing aids and assistive devices primarily amplify sound, but they do not always enhance speech clarity in noisy environments. By better understanding the brain’s role in modulating auditory input, researchers may pave the way for new treatments or hearing aid technologies that target neural mechanisms rather than just the mechanical aspects of hearing loss.
For example, future hearing aids might be designed to simulate the brain’s natural medial olivocochlear efferent control system, selectively amplifying relevant sounds while suppressing background noise more effectively. Additionally, clinicians could use diagnostic tests based on medial olivocochlear efferent function to personalize treatment strategies, ensuring that interventions are tailored to an individual’s specific auditory processing profile.
A Step Toward Better Hearing Solutions
This study represents an important step in bridging the gap between neuroscience and audiology. By shedding light on the intricate relationship between the brain and the ear, researchers hope to improve outcomes for individuals struggling with speech-in-noise recognition.
“I’m currently focused on understanding the physiology that is involved in hearing in background noise,” Mertes said. “I’m hopeful that my work will help contribute to improved diagnosis and treatment of listening difficulties, especially for people with clinically normal hearing.”
Photo Charles and Kay Stenberg Professor and SHS Department Head Pamela Hadley (Photo by Bradley Leeb)
Dear Students, Faculty, Alumni and Friends of the Department of Speech and Hearing Science,
As we step into the energy of spring 2025, I’m excited to share the latest updates from our department. It’s been a remarkable year, and we have so much to celebrate!
Our commitment to advancing the field of communication sciences and disorders continues to grow. In this edition, we highlight the inspiring achievements of our faculty, students and alumni. We have stories on a newly established aphasia group, multiple grants on understanding and improving hearing in noise, how our research translates to the lives of friends and family and an introduction to one of our new faculty members.
Take a moment to explore the stories in this newsletter and reflect on the incredible work in SHS. Together, we’re pushing boundaries, advancing new approaches to treatment, and improving lives of children and adults.
A heartfelt thank you to our dedicated faculty, staff and students—your passion and perseverance are the heart of our success.
Wishing you a vibrant and inspiring spring season!
Sincerely, Pamela Hadley, Ph.D. Charles and Kay Stenberg Professor and Head
AAC refers to a range of methods that people use to communicate, other than spoken language
Savanna Brittlebank first became interested in AAC after working with children who had trouble communicating (Photo provided)
By ADELYN MUI
Savanna Brittlebank has dedicated her academic career to improving communication for individuals with complex needs. As a new faculty member in the Department of Speech and Hearing Science in the College of Applied Health Sciences, she brings knowledge and experience to the field of augmentative and alternative communication, or AAC.
AAC refers to a range of methods that people use to communicate, other than spoken language. It includes gestures, symbols, pictures, writing or use of electronic devices to express thoughts, needs and wants.
Brittlebank first became interested in AAC after working with children who had trouble communicating. She initially majored in psychology but worked extensively with individuals with disabilities. One of the reasons she decided to come to the University of Illinois is that she values the robust resources that the university has.
“There’s a lot of opportunity as well for expansion of my research because there is just a strength across different disciplines of the research that’s going on,” Brittlebank said. “The university really values that and has a lot of support to kind of push that growth as well, which drew me here. I keep learning more and more.”
Brittlebank recalled a time when she worked with a 3-year-old girl who was hearing-impaired and blind. The child also had an intellectual and developmental disability and no speech.
“She was still developing language, and I didn’t know what to do,” Brittlebank said. “I didn’t know how to best support her communication. Whenever I spoke to my supervisors and when I looked in the research, there really wasn’t anything. I realized I wasn’t the only one who didn’t know how to help this population. I realized that’s more where my passion was, and so I went back and studied further, and I’ve focused on research on that ever since.”
Brittlebank grew up in Zimbabwe and completed her BSc Hons (comparable to a U.S. bachelor’s degree) at University of York in England before coming to the United States to complete her M.S. at Pennsylvania State University. After her M.S., she worked clinically in Wisconsin as a speech-language pathologist, then returned to Penn State for her Ph.D. From there, she made her way to Illinois as an assistant professor in SHS.
“University of Illinois is one of the most disability-friendly campuses,” Brittlebank said. “There’s so many different resources available for individuals with disabilities, and there’s so much accessibility, more so than I’ve seen in a lot of other places. That was really encouraging considering I often work with people with disabilities who have limited speech.”
Since joining the university in fall 2024, Brittlebank has been in the process of getting new projects up and running and finishing old ones. She said one of her goals is to expand the accessibility of these interventions in lower-resource communities. In late April, Brittlebank received an award from the Campus Research Board for her project titled “Communication Partner Training to Support Language Outcomes in Children with Significant Disabilities.” This intervention research will investigate the effectiveness of training communication partners (e.g., paraprofessionals, direct support staff) of young children with significant challenges in both speech and motor abilities (i.e., multiple disabilities) in an evidence-based strategy to enhance child language outcomes.
In addition to access for lower-resource communities, Brittlebank also said that AAC is still moving forward in terms of representation for different cultures and different languages.
“AAC can be particularly challenging. I think one of the biggest barriers is access to technology,” Brittlebank said. “We can definitely support communication with photographs or with writing, but a lot of what’s out there as well is access to these computer- or tablet-like systems where you can access the internet. Families might not have it readily in the home as it’s a more costly system.”
AAC can be particularly challenging. I think one of the biggest barriers is access to technology.
Savanna Brittlebank
Assistant Professor
Brittlebank has worked on projects such as Transition to Literacy or T2L, a software that provides dynamic speech and text output upon selecting a graphic symbol. She said that traditional systems can be limiting—if every single word is not programmed, an individual cannot say everything that they want. However, the T2L feature helps support literacy by teaching individuals.
“It’s the idea that it’s an additional support to direct literacy instruction, but it’s a great way that it can be embedded and someone can get exposure to literacy learning throughout the day,” Brittlebank said.
Brittlebank said literacy is powerful: if an individual has the alphabet, they can say anything they want.
“Literacy, in this day and age as well—it really enables social communication and building friendships. If someone has trouble with speech, and then they have trouble with communication, that has a series of impacts from not being able to engage in education or limiting employment opportunities and limiting the ability to make friendships,” Brittlebank said. “It’s really important to make sure that individuals have access to language and communication and have appropriate access to language and communication.”
Steve Serio had seven assists to lead Team USA over host France in the 2024 Paralympics in Paris (Photo by Naomi Baker/Getty Images)
The U.S. men’s wheelchair basketball team is a step closer to a record third straight gold medal.
Led by Illini Paralympians Steve Serio and Brian Bell, Team USA routed France 82-47 on Wednesday in Paris.
Serio and Bell each had seven assists as Team USA had 34 assists total and just one turnover.
“They’re not ready for the speed that we can bring,” U.S. coach Robb Taylor told reporters. “It’s probably not something that they can practice. So when they see us coming up in a press Steve, Tre (Jenifer), Jake (Williams), Brian, (John Boie), it’s a formidable five to try to beat.”
From the very start of the game, Team USA was not fazed by the boisterous French crowd. Within the first 70 seconds, the score was 6-0, and France was forced to take a time out.
“Our starting five has been there before,” Taylor said. “A number of them have been around for a couple of Paralympics so they know how to handle crowd size. Those are the guys that we lean on when we need to… and they set the tone for us early.”
The U.S. next faces Canada on Thursday in the semifinals.
Students, faculty and staff got a taste of the findings from AHS’ budding student researchers during the AHS Undergraduate Research Expo
Kinesiology juniors Elizabeth Martinez, center, and Aubrey Cervantes, left, present their research at the AHS Undergrad Research Expo (Photo by Ethan Simmons)
For a freshman at the College of Applied Health Sciences, Saiesha Bollapragada’s research portfolio is impressive.
At last week’s Undergraduate Research Symposium, the I-Health major got to present the results from her first research project, “Public Health Preparedness Among UIUC Students During Extreme Heat Conditions,” where she examined students’ awareness and handling of severe heat in the spring semester.
She completed her study with a push from Students Pursuing Applications, Research and Knowledge, or SPARK, an AHS program that jump-starts incoming undergraduate students research experiences by pairing them with professors in the college. Bollapragada was placed with Recreation, Sport, and Tourism Associate Professor Mariela Fernandez, whose experience with urban environmental injustices fit her research topic perfectly.
“Professor Fernandez motivated me to start this project on my own,” Bollapragada said. “There’s a lot more reading involved than I thought there was, it was a lot of work preparing for the symposium, but if it’s something you’re interested in it’s a fun process.”
Students, faculty and staff got a taste of the findings from AHS’ budding student researchers during the AHS Undergraduate Research Expo at Huff Hall on Wednesday, April 24, where a roster of undergraduates gave poster presentations on a diverse range of research topics.
Many students spearheaded their own research projects with significant support and guidance from faculty and graduate students. Others, like a group of Speech and Hearing Science students from the Intellectual DisAbilities Communication Lab led by Associate Professor Marie Moore Channell, provided updates on long-range research projects they’ve assisted with on campus.
Three SHS seniors, Emma Mueller, Abigail Keasler and Liz Gremer, presented initial findings from their glimpse into the Speech Accessibility Project, an ongoing research endeavor looking to make voice recognition software—such as Apple’s Siri or Amazon’s Alexa—more accessible for people with different speech patterns.
Each of the students has helped recruit participants with Down syndrome or aided vocal transcriptions from the samples they’ve collected. Under the leadership of Channell, the lab hopes to collect 240,000 voice samples from 400 participants.
“Our poster looked into the recruiting process with that population and took a look at patterns of articulation differences exhibited by individuals with Down syndrome,” said Mueller, who transcribed vocal samples for the project.
All three of the students met in Channell’s lab, and immediately found research responsibilities once the Down syndrome portion of the project came under Channell’s purview.
“It’s been very rewarding, very interesting and very impactful,” Keasler said. “A lot of families in meetings or over the phone say, ‘Siri doesn’t really understand what we’re trying to say,’ so this is very important and I can’t wait to see the results of it.”
Coming to a project affiliated with SHS with “so much publicity and so much money coming in is encouraging,” said Gremer, who has helped recruit participants and set up their first meetings for collecting voice samples.
AHS student programs, such as the first-generation focused Mannie L. Jackson Illinois Academic Enrichment and Leadership Program (I-LEAP), were well represented in the research symposium. I-LEAP juniors Elizabeth Martinez and Aubrey Cervantes, both studying kinesiology, brought results from their research collaboration on high-intensity interval training.
Working within KCH Professor Steve Petruzzello’s Exercise Psychophysiology Lab, the pair analyzed 25 participants’ emotional responses to high-intensity exercise, compared with their scores and symptoms of several mental health qualities: namely anxiety, depression and neuroticism.
“We were looking at exercise adherence—how can we get more people to get more active—and we were really interested in HIIT exercise, so we put it all together in one research project,” Cervantes said.
What they found: Participants with more symptoms of depression reported more negative affect responses during the HIIT exercise, while anxiety and neuroticism didn’t show significant predictive power, they said.
“This is my first hands-on [study] that I can call my own and Aubrey’s,” said Martinez, who’s applying to physical therapy schools. “My favorite part is meeting with the participants. It’s so fun getting to know everyone, even if there’s a lot more hours behind the desk just plugging and chugging data.”
Under the mentorship of world-renowned scholars, doctoral students make significant contributions to the advancement of theory and practice in speech and hearing science through their dissertation research, as they prepare to assume leadership roles in clinical, industrial and academic settings.
Below, three of our outstanding SHS doctoral students discuss their research, and the impact they hope to have on the field.
Conflict monitoring
Mentored by Department of Speech and Hearing Science Professor Raksha Mudar in the Aging and Neurocognition Lab, Lizzy Lydon is focusing her doctoral research on communication abilities in older adults with mild cognitive impairment (MCI). Her specific focus is on the cognitive construct called conflict monitoring, which helps individuals detect and resolve competing information in the environment. Lydon uses electroencephalography to examine alterations in brain waves when people with MCI perform different conflict monitoring tasks.
Before beginning her Ph.D. studies, Lydon worked as a speech-language pathologist with patients with MCI, many of whom reported communication challenges. “I often found it difficult to determine what type of treatment was the best choice for these individuals,” she said. “After looking through research, I realized there was a lack of evidence-based treatments for communication challenges in populations that experience mild changes to their cognition and language.”
Previous research had focused on understanding memory changes in adults with MCI. An emerging body of literature suggests that other cognitive functions such as conflict monitoring are affected. In using EEG in her research, Lydon may be able to identify neurophysiological markers that can be used for early diagnosis of MCI Research has shown that people with MCI are at a significantly greater risk of developing dementia than typically aging peers, Lydon noted, so it’s important not only to identify MCI earlier but also to better characterize the changes they experience.
“This can help to inform the development of interventions that have the potential to slow the progression to dementia and allow people to maintain independence and quality of life as long as possible,” she said.
In the fall, Lydon will join the faculty of the Department of Speech Pathology and Audiology at Miami University in Ohio as an assistant professor. She plans to continue to investigate how MCI affects different aspects of communication, as well as how these changes impact the ability to engage socially with others. “I am looking forward to this next adventure,” Lydon said, “and I’m so thankful for all the training I received here at Illinois.”
Listening effort
Silvia Murgia also plans to pursue an academic position after completing her degree this summer. For her dissertation, she is evaluating the impact of background noise and dysphonia, a voice disorder, on the mental energy needed to listen, or listening effort, of children performing a speech comprehension task. She is taking a comprehensive approach to her study, using subjective and objective measures of listening effort, including EEG analysis, as well as assessments of cognitive function to explain individual differences.
Murgia is mentored by SHS Associate Professor Pasquale Bottalico in the Speech Accommodation to Acoustics Lab. Understanding listening effort in children is crucial, Murgia said, as they spend a significant amount of time in school learning through communication activities. It is essential to minimize the amount of mental energy children use to listen in order to optimize the resources available for cognitive tasks such as memorization, comprehension and evaluation. Studies show that children’s cognition is affected by the speaker’s voice quality, the presence of background noise and the complexity of the listening task. Research also suggests that individual differences in executive function may be associated with variations in listening comprehension under adverse conditions. Her research addresses both external factors affecting listening effort and internal cognitive mechanisms that help children to cope with external challenges.
“My dissertation aims to provide a more nuanced understanding of how these adverse conditions impact listening effort and comprehension,” she said. “This could have significant implications for educational practices, especially in designing interventions and strategies to support children with different listening and cognitive profiles.”
In her academic career, Murgia plans to expand her research to include children with hearing loss and special needs. Her goal is to improve the academic outcomes and overall well-being of all children by identifying effective ways to reduce listening effort and optimize learning environments.
“I hope that my research empowers children by advocating for their communication needs and ensuring that they have access to the resources and support they require to succeed academically and socially,” she said. “I want to contribute to creating inclusive environments where all children can thrive.”
Vocal intensity
December 2023 graduate Simin Soleimanifar’s dissertation research investigated how using two cochlear implants, known as bilateral cochlear implantations, affected the ability of users to control variations in vocal intensity, or the volume of their voice, as compared to users with a unilateral cochlear implantation.
Soleimanifar noted that the challenges faced by bilateral cochlear implant users in controlling vocal intensity have not been widely researched. Through her study, she hoped to identify the underlying factors contributing to the challenges, with a specific focus on how differences in the perception of loudness growth between the two ears affect vocal performance.
“Vocal performance plays a crucial role in effective communication, and difficulties in controlling vocal intensity can lead to social and emotional consequences for the individuals affected,” Soleimanifar said. “By shedding light on the specific auditory perceptions that influence these difficulties, this research has the potential to lead to better-tailored cochlear implant programming and rehabilitation strategies, ultimately improving the communication outcomes for bilateral cochlear implantation users as well as their overall quality of life.”
Mentored by SHS Associate Professor Justin Aronoff in the Binaural Hearing Lab, Soleimanifar currently is a clinical research associate at the University of Illinois Urbana-Champaign and is pursuing a career that bridges research and clinical practice. In addition to providing empirical evidence on the impact of bilateral cochlear implantation on vocal intensity control and identifying the role that mismatched loudness growth perception between ears plays in vocal performance, she hopes to inform clinical practice by highlighting the need for individualized implant programming and rehabilitation approaches that consider the auditory perceptions specific to bilateral cochlear implantations. Soleimanifar is particularly interested in applying her research findings within a multidisciplinary team to develop innovative implant technologies and rehabilitation strategies.
Dear students, faculty, alumni, and friends of the Department of Speech and Hearing Science,
As we enjoy the spring colors across campus, I welcome you to the latest departmental newsletter. It fills me with great pride to share the progress we’ve made in recent months and provide a glimpse into the prospects on our horizon.
Our dedication to advancing the fields of audiology and speech-language pathology remains steadfast. In this edition, we showcase the stories of faculty, students and alumni making significant contributions across various facets of our field. These narratives underscore the strength of our community and the profound impact we have on enhancing quality of life.
I invite you all to explore the contents of this newsletter, celebrate our successes and envision the limitless possibilities ahead. Together, we will continue to empower individuals facing communication challenges, pioneer groundbreaking research and shape the trajectory of communication sciences and disorders.
Lastly, I extend my heartfelt gratitude to SHS faculty, staff and students for your unwavering dedication. Your tireless efforts are the cornerstone of our achievements, and your enthusiasm propels us forward.
Warm regards for a restful and reinvigorating summer.
