Podcast: A Few Minutes With … Marie Moore Channell



AHS media relations specialist Vince Lara speaks with Dr. Marie Moore Channell of the Speech and Hearing Science department to discuss her research on how language and communication skills develop in children with Down Syndrome and her plan to increase awareness of autism spectrum disorder in individuals with Down Syndrome.

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’ll speak to Dr. Marie Moore Channell of the Speech and Hearing Science Department, who talks about her research on how language and communication skills develop in children with Down syndrome and her plans to increase awareness of autism spectrum disorder in individuals with Down syndrome.

All right, Dr. Channell, thank you for joining me on this edition of A Few Minutes With. And I typically ask all the guests on the show what led you to Illinois. So what led you here?

DR. MARIE MOORE CHANNELL: OK. Thanks for having me.

VINCE LARA: Sure.

DR. MARIE MOORE CHANNELL: Well, the goal of my research is to have a positive impact on the lives of individuals with disabilities. So for me the University of Illinois was a natural fit. This university and our College of Applied Health Sciences in particular has really paved the way for innovative strategies for supporting individuals with disabilities. So that was one reason.

And then, also within our department of speech and hearing science, the department is consistently one of the top speech language pathology programs in the country. So it has a great reputation. But also, the interdisciplinary approach to understanding and working with people with communication disorders, I thought that was really important. Because I think that our fields, our sort of subfields of expertise, really need to think about how we can work together to collectively have a stronger impact on the lives of people with disabilities.

VINCE LARA: Speaking of your research, typically there’s something in a researcher’s past that leads them– some sort of inspiration that led you to study what you study. What was it for you?

DR. MARIE MOORE CHANNELL: Oh, yes. For me, it was my brother. So my brother has a rare genetic disorder that causes intellectual disability. It’s not Down syndrome, but kind of like that, in that it causes intellectual disability and causes challenges with communicating. And so I think growing up with him and his peers really made me aware of the needs of individuals with different kinds of disabilities and their families. And so I knew I wanted to make a positive impact on their lives. And that’s really what led me to this field.

VINCE LARA: Now, when you started out, did you think about research first or teaching? Did you say to yourself, I want to be a teacher? Like, was there something about that profession?

DR. MARIE MOORE CHANNELL: I really didn’t think specifically about teaching or even research. I was really focused on the population that I wanted to work with.

VINCE LARA: OK.

DR. MARIE MOORE CHANNELL: And I was able to, as an undergraduate student, get involved in a research lab. And that’s where I realized that I liked research, and that I was good at it, and wanted to do it. And so, I realized that research was a way for me to help this population of children with disabilities. And I also got some teaching experience in graduate school and realized how much I really also like to shape the lives of students and future professionals and that teaching is a great avenue for that

VINCE LARA: Where’d you do your undergrad work and your grad work?

DR. MARIE MOORE CHANNELL: Oh, both actually at the University of Alabama.

VINCE LARA: Oh, OK. Great. Well, you mentioned that your research does focus primarily on development of language and other skills for people with Down syndrome, and you talked about your brother. One of your goals is to raise awareness of the autism spectrum disorder for people with Down syndrome. How do you propose to do that?

DR. MARIE MOORE CHANNELL: That’s a great question. So I think we can learn a lot from the greater autism community. So I think, as a whole, the autism community over the past several years has done a great job of advocating for the needs of individuals with autism and also for really raising public awareness of what autism looks like, some early signs and symptoms, so that people who may require more support can get services earlier and sort of the importance of early intervention. I think we can take that sort of as a model for what we need in Down syndrome.

What I think is a challenge in Down syndrome is that it carries this stereotype of people with Down syndrome are so social, and friendly, and always happy, and while certainly there are a lot of positive attributes to people with Down syndrome, I think that, just like all of us, people with Down syndrome have a range of emotions and a range of ability levels. And so they can also have autism. And so I think that’s going to be the challenge in sort of raising awareness and thinking about even understanding that someone with Down syndrome can have autism also.

And actually, the current research evidence suggests that autism is about at least five times more likely in someone with Down syndrome than in the general population.

VINCE LARA: That’s interesting. And you’ve said now, for individuals with Down syndrome, failing to provide early intervention for the autism spectrum disorder can have long-term consequences. I’m wondering what those would be.

DR. MARIE MOORE CHANNELL: Well, of course I’m going to say a lot more research is needed, but I would say that the current evidence points toward more cognitive difficulties, less developed language skills, and fewer adaptive skills, which is sort of skills that are needed to function independently in everyday life, in children who have Down syndrome and autism than in those who have Down syndrome only. And we know broadly, from developmental research, that the sooner you intervene and find learning strategies that work for a child, the more opportunities that child has to develop skills that will support their learning and their long-term sort of day-to-day function and independent living.

So if they have Down syndrome and they also have autism, they may need different strategies early on that kind of set them up for success long term.

VINCE LARA: You know, I’m curious about your intellectual disabilities communication lab. Tell me what projects you have going on there.

DR. MARIE MOORE CHANNELL: Sure. So my primary project right now examines how children with Down syndrome apply their cognitive, language, and social emotional knowledge to social interaction, specifically looking at how they understand and communicate their understanding of other people’s mental states. That’s how they understand, and interpret, and talk about people’s emotions, their thoughts, their intentions, et cetera. And that’s really something that we call mental state language.

And through a grant funded by the NIH while here at Illinois, I was actually able to collect samples of school-aged children with Down syndrome telling stories. And from those stories, we recorded the stories, and we can go back and sort of cull them for four content later, and we were able to see the different kinds of mental state language that they’re using in their stories. And that’s really important, because there’s so much variability from one child to the next, just like any child.

VINCE LARA: Sure.

DR. MARIE MOORE CHANNELL: But in kids with Down syndrome, you also see a lot of variability. So we are interested in finding out what may help explain why some kids with Down syndrome were using a lot of mental state language in telling these really engaging stories and others were not. And so far we’ve seen that it’s not about their IQ, and it’s not about how old they are. It is, of course, about, partially, at least, their general language abilities– so their other vocabulary and grammar skills– but also about their emotion knowledge.

So the kids who are more able to recognize other people’s emotions are also then able to talk about emotions and use mental state language in their conversations, and empathize with others, and use that kind of language in their narratives and their storytelling. So we have a lot to do. But the early results, I think, really do suggest that we should focus on emotion knowledge and not just sort of traditional language when working with this population to improve their communication.

VINCE LARA: Can you explain a little bit about what mental state language is?

DR. MARIE MOORE CHANNELL: Sure. So it’s really when we are able to talk about or discuss our emotions. And so when we’re able to basically put our emotions into words, instead of just maybe sort of acting out and not really completely articulating that, so able to articulate our own emotions, but also actually being able to recognize other people’s emotions, and sort of what they’re thinking, and we call it perspective taking sometimes– so being able to kind of put themselves in someone else’s mental shoes is also really important.

And we do that when we communicate– we empathize. I can tell you’re feeling really angry, can we talk about this, for instance. And that’s really what mental state language is.

VINCE LARA: Interesting. Now, as we are in R1 facility, so research is always top-of-mind. I’m sure you have projects going on. Are there any that you particularly want to talk about that are in the pipeline for you and maybe close to finished manuscript?

DR. MARIE MOORE CHANNELL: Sure. I have to choose which of those to discuss, right?

VINCE LARA: That’s usually what happens. Yeah.

DR. MARIE MOORE CHANNELL: I guess I’ll start going back to the mental state language study.

VINCE LARA: Sure.

DR. MARIE MOORE CHANNELL: So really those are preliminary findings that I talked about that are accepted for publication in the American Journal of Speech-Language Pathology. But I have some other papers in the pipeline. We actually– these were school-aged children with Down syndrome– in addition to getting samples of their storytelling, we also had them sit down with their mothers and go through a story book together and recorded how their interact and converse with them during that sort of shared storybook time. And so we have a lot to do with analyzing– we still need to analyze sort of what kinds of things a mother say and do that may help sort of facilitate mental state understanding and mental state language in their children. So that’s one.

And then I would say the other two kind of big projects that are stemming from this, one is– you already mentioned it earlier– this idea of raising awareness of autism and down syndrome. So with my research I’m always collecting measures of sort of autism symptoms in the individuals with Down syndrome that I’m studying, so that I can report on what they look like. And ideally, over time, we can figure out sort of what autism exactly looks like and what may be some signs of autism in individuals with Down syndrome. Because, like I mentioned earlier, it is challenging to identify when someone already has some communication difficulties.

VINCE LARA: Sure.

DR. MARIE MOORE CHANNELL: So that’s another line of research. And then, long term, really, all of this– if the goal of this research really is to not only improve communication but really improve sort of day-to-day functioning and independent living long term for this population, I’m really interested in looking sort of beyond the school age years that transition from high school to independent living in the community. That’s something that is really grossly understudied in Down syndrome.

And we do a lot in the schools to provide services for these individuals while they’re there and to kind of try to set them up for the next steps, but then we don’t really know what happens after that. And so I would also like to use my research to track that. And through that, actually, I’ve established a collaboration with Dr. Meghan Burke in the department a special education here on campus and Dr. Susan Loveall-Hague at the University of Nebraska-Lincoln, where we’ve put together a survey so that we can more broadly sort of describe what’s happening.

And we put together a survey for caregivers of young adults with Down syndrome who are in that transition phase, just to get sort of a first pass of what’s going on with these families. We know that caregivers do a lot to support their young adults during this time, and just to kind of represent their voice, and figure out where we need to go next with our research.

VINCE LARA: My thanks to Dr. Channell. 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 podcast fix. Thanks for listening, and see you next time.

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Mattie gets grant to study children with fragile X syndrome



Speech and Hearing Science Department assistant professor Laura Mattie is launching a study in August in hopes of developing ways to help children with fragile X syndrome communicate better.

Mattie received a grant of $454,977 over three years from The National Institute on Deafness and Other Communication Disorders (NIDCD), part of the National Institutes of Health, aimed at identifying the contribution of child and maternal gestures and responsive maternal language input to word learning opportunities, production practice, and spoken vocabulary growth for toddlers with fragile X syndrome (FXS).

Fragile X syndrome is an inherited genetic condition that causes a range of developmental delays, including learning disabilities and cognitive impairment. Affected individuals usually have delayed development of speech and language by the age of two.

Data collection will start on Aug. 1, Mattie said, and take place across the country.

“Fragile X syndrome is a rare neurogenetic disorder, so that means we will go to where the families live to collect the data,” she said. “It is easier for us to travel because the child participants are all toddlers.”

While existing research in FXS has revealed impairments in child gesture use, Mattie says in her abstract describing the study, no studies to date have examined the link between gesture use and the onset of first words prospectively.

“Our long-term goal is to develop and evaluate early language interventions for these children,” she said.

The term maternal language input is more than just a mom saying a word, and a child repeating it, Mattie said. “High-quality input involves what mothers are saying and how they use non-linguistic cues like gesture to connect their words to the objects children are playing with,” she said. “The timing of spoken words with the gesture cues also play a role in language learning.”

The study will involve toddlers with FXS and their biological mothers completing three assessments over a one-year period starting when the child is between 18 and 24 months. The mother and toddler will be observed to measure child gesture use, child vocabulary, and maternal gesture use and language input.

The ultimate goal, Mattie said, is helping children with FXS communicate. “It will improve their interactions with others in the community and helps with independence,” she said.

The next step for Mattie is conducting cross-syndrome comparisons between children with FXS and children with Down syndrome. A recent pilot grant from the Center on Health, Aging & Disability (CHAD) has allowed Mattie to examine similar skills in children with Down syndrome.

“Together these studies will support my long-term goal of designing early language interventions that build on the strengths of each population,” she said. “Early interventions have long-term and lasting effects on the outcomes of those who receive them.”

Editor’s note:

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

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Rogers, Mudar receive $4.6M grant to establish center focused on older adults with cognitive impairment



The University of Illinois is part of a team receiving a $4.6 million grant aimed at helping adults with cognitive disabilties deal with challenges associated with everyday activities.

The grant from the National Institute on Disability, Independent Living, and Rehabilitation Research runs from Sept. 30, 2019 to Sept. 29, 2024 and is a collaborative effort with Weill Cornell Medicine and Florida State University, with Illinois’ share amounting to approximately $1.4 million.

Kinesiology and Community Health professor Wendy Rogers and Speech and Hearing Science associate professor Raksha Mudar are the principle investigators on the research for Illinois. Harshal Mahajan, assistant research professor of Kinesiology and Community Health, is also an investigator on the project.

The funding is for a Rehabilitation Engineering Research Center entitled ENHANCE (Enhancing Neurocognitive Health, Abilities, Networks, and Community Engagement).

Rogers and Mudar said the primary research aims are to understand challenges adults with cognitive disability deal with every day, and to identify existing and emerging technology that can help. Three segments of the population are part of the study group: Adults 60 and older with mild cognitive impairment, cognitive impairments due to stroke and those who have sustained a traumatic brain injury.

“What we’re trying to do is understand the challenges that they experience in their daily activities,” Rogers said. “In one study, we’ll be interviewing them about what they do outside the home, what they do around the home; shopping, transportation, health, finances and then just basic daily activities, such as mobility and medication regimen.”

Rogers said the study’s participants will include both the the individuals with cognitive disability as well as their family members who provide support and care. They will be exploring whether needs change over time, with interviews repeated across the five-year project.

“Really, we’re trying to get an understanding in general of people with cognitive disability on an everyday basis, what kind of challenges are they experiencing and how might we design technology to support that.”

Another goal is understanding what this population uses in terms of current technology to mitigate their impairments.

One of the projects, Rogers said, involves helping adults with cognitive disability use Google Maps and rideshare apps, through additional instructions and support, which could include an app on their phone that walks them through steps, or a video that illustrates what to do and helps them as they learn.

Mudar explained that they also plan to engage healthcare providers and the technology industry in hopes of developing partnerships.

Editor’s note:

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

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A Quiet Place



Baseball Hall of Fame member Yogi Berra once famously said, “It’s so crowded, nobody goes there anymore.” For restaurants, it’s not the crowd but the noise that drives people away.

That’s what Dr. Pasquale Bottalico is trying to mitigate with his research.

Dr. Bottalico, an assistant professor in the department of Speech and Hearing Science in the College of Applied Health Sciences, had his study, “Lombard effect, ambient noise and willingness to spend time and money in a restaurant,” published in The Journal of the Acoustical Society of America in September 2018.

The Lombard effect describes the unconscious attempt speakers make in noisy environments to maintain a level of speech that allows them to be understood. The objective of Dr. Bottalico’s study was to determine the minimum level of noise in a restaurant that initiates the Lombard effect.

Restaurant noise is a common complaint for diners, with some 25 percent saying they consider noise to be the most irritating component of eating out, according to a Zagat survey cited in the study. Using his undergraduate students, Dr. Bottalico simulated a restaurant setting in one of the SHS sound booths.

“We used typical restaurant noise and we changed the level in a random way … from a medium level to a very loud level,” he said.

What Dr. Bottalico found was that subjects reported a disturbance of their speech when noise reached 52.2 A-weighted decibels (dBA) and that vocal effort began to increase at 57.3 dBA. The sound level of speech increased as ambient noise increased. As background noise increased, it triggered a decrease in the willingness to spend time and money in that establishment.
 
“After dinner, your throat is sore and you don’t understand why,” he said. “But the Lombard effect is an unconscious effect, so you are not conscious of the fact that you are actually screaming.

“But your voice, your body and your physiology knows that. And I found that this particular effect was never studied in a restaurant and they were not studying it, correlating with the willingness to spend money.”

The Turin, Italy-born professor had done similar studies in the past understanding other aspects of the Lombard effect, including in classrooms, where the object was to construct the perfect learning environment in terms of how sound reverberates from the instructor speaking to the students.

What Dr. Bottalico found was that many classrooms in Europe had much slower reverberation times than in the United States, which led to sounds overlapping and much less clarity of what was being said, thus hampering comprehension by students.

Armed with that data, he was particularly interested in how it translated in other settings, especially after seeing how it dovetailed with restaurants and a declining bottom line.

“I used a similar protocol, but I changed the setting and I changed the noise,” he said.

Dr. Bottalico concluded that restaurants should have ambient noise levels of 50 to 55 dBA – a level much lower than current restaurants.

He said when restaurants eclipse that figure, “it was starting to [indicate] a willingness to leave that place and also to spend less money to eat in that place. It was starting to create a disturbance in the communication.”

A passion for music and voice  

That disturbance is something Dr. Bottalico assiduously attempts to avoid. A trained opera singer who studied music and engineering at two different universities in Italy at the same time, he was in tune at an early age.

“I come from a family that very much loves music,” he said. “But my parents come from a very blue-collar family so they didn’t have the opportunity or the time to study music when they were kids. I remember in my house there was always music playing and my father in particular was very attracted to classical music and opera. So I grew up learning about opera without knowing I was doing that.”

Dr. Bottalico earned his PhD in Metrology, studying acoustics with particular attention to the uncertainty of measurements and statistical analysis of data. For his dissertation, he investigated classroom acoustics.

The transition from music to his current vocation was seamless, Dr. Bottalico said, because when you’re a vocal performer “you need to understand the internal mechanisms you are using. When you are a voice student, it is an obsession because it is not like other instruments, when you can see what you are doing. If you are a piano player, and you have a hard passage, you will keep practicing that passage until your fingers are moving automatically and you are able to do that particular passage.”

He is particularly interested in the professional voice user and singer techniques, as well as the definition and the quantification of vocal load.

Vocal performers, he said, “cannot study too much because you are your vocal instrument so you need to be very careful.”

Because of that, he is sensitive to what straining to be heard — whether it’s in a restaurant or other setting — can do to a voice.

Taking next steps and finding solutions

Dr. Bottalico is treating this published study as a pilot and hopes to expand it to focus on an elderly population, especially since Champaign-Urbana is positioning itself as aging-friendly.

“I have a doctoral student in audiology and she’s going to start to collect data next semester,” he said, “and the goal will be to create a different group with normal hearing and people with a moderate hearing loss and people with severe loss and try to understand better how this vulnerable population is affected by the problem.”

He said interventions for restaurants with noise problems range from easy to complicated arrangements, but brought up a pizza chain in London that employs domes over tables that keep conversation in and noise out, although the disadvantage is you cannot easily move the tables.

Another restaurant in Los Angeles uses an array of microphones in the ceiling that record noises in real time. That technique allows for a static noise environment that is not dependent on the number of patrons.

“So I’m controlling the reflection by means of artificial acoustics and I can do whatever I want with it,” he said.

Changes can be as easy as changing a tablecloth to muffle sound.

“It’s just a matter of being aware of the problem, and wanting to find a solution.”

If there is a solution to be found, you can be assured that Dr. Bottalico’s voice will be heard.

Editor’s note:

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

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A Few Minutes With … Carmen Rossi



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 Carmen Rossi, who is an RST alum, who’s an entrepreneur, real estate developer, and owner of the legendary KAM’s, about his academic career, his entrepreneurial spirit, and his contributions to RST. So Mr. Rossi, I really appreciate you taking the time out of your busy day to talk to me this morning. How are you, sir?

CARMEN ROSSI: Good morning. Good morning. Thank you. Thank you for the opportunity. Hello, and not only to you, Vince. And I think we’re going to have an enjoyable time speaking together. But certainly, the greater U of I community in the AHS alumni, faculty, staff, and students. This is really cool. So ready to kick it off.

VINCE LARA: Excellent. well, Carmen, I should tell our audience that you’re from Frankfort, Illinois. So as someone who grew up in the state, did you always plan to go to the University of Illinois?

CARMEN ROSSI: Well, not to give the Tom Cruise Risky Business reference a regard. But for me, personally, the University of Illinois is a highly competitive process and application and applicant pool. I’ve always had a steadfast desire to attend the community. And I think I honestly say that genuinely because I think I can very much recall the moment when I learned that I had been accepted. And I think it was with that sort of excitement was a channel for me to want to maximize my time. And that not only was during the time that I spent on campus, but that same scene reverberates today. I look at this as an opportunity to remain engaged on, as you will soon learn, very committed to the greater use of the University of Illinois community. And sort of look at it, the journey is not limited to just the years spent on campus, but my commitment beyond, which is as an alumni and as a active cheerleader to the community at large.

VINCE LARA: Now you are an English and political science major as an undergrad. Then you got your master’s degree in RST, Recreation, Sport, and Tourism. And then you got a law degree. And I’m wondering what spurred you to pursue such diverse academic avenues? Was it something that your parents encouraged or was something within you?

CARMEN ROSSI: Well, I think the greatest contributor to the idea of continued education, which given the diversity of my business ventures, contribute as a nod to the experience in college. But my pursuit of higher education and continued education was. The driving force was the U of I experience, most definitely. I had such a positive experience as an undergraduate, whether it was intimate class sizes and the opportunity to engage with professors before and after class.

Certainly, my classmates, with, as you’ve mentioned, those concentrations of studies are diverse, which puts you with a very different set of students and topics and themes. And so it was easy for me to remain committed and committed to the going pursuit of education, so long as it was at the University of Illinois.

And really, I was, also. I mean, those are– not to try to be a romantic here. But those are important development years. I can’t say that my goal, at all, as an 18-year-old or as an undergraduate was to pursue the many ventures that I’m in now. I had to develop individually, but also academically, and then professionally. And it was my exposure to those varied disciplines and paths that I think most contributed to my confidence, right?

So being an entrepreneur requires a element of patience and risk. And I think the academic journey itself, which is to say, deadlines and grades papers and a balanced curriculum. I think those were all little mini tests and mini milestones, which ultimately contributed to my abilities in venturing out into the professional world.

VINCE LARA: Now you passed the BAR in 2012. And you worked at a law firm in 2013. And then you opened a hospitality company. So I’m wondering, did that indicate that a pivot from the law? Or did you always envision pursuing an entrepreneurial career, even after getting your law degree?

CARMEN ROSSI: So the experience was such that I had, as an undergrad, started a couple of small businesses. And it really is a testament to the caliber of students that were my peers because going into Champaign as a freshman, I didn’t really know many people coming from a smaller town, like Frankfurt. And in class, made new friends. And we came up with a couple of companies. And I’m only smiling because I want to use the word, that corporate word, gingerly. But we started a painting company, for example. We started, with a classmate that I met in a Greek organization, with another classmate I met in political science. I started a furniture and loft building company. And again, I had not known these folks before school. And throughout the years, I would start little companies, maybe employee sizes. Maybe it was just two or three of us, the biggest probably being 20. And my undergraduate, with dual disciplines, was five years. My graduate was two. And my law was three. So I did more time than Van Wilder.

There’s the pop culture reference. But yeah, during those 10 years, I probably had eight or nine small businesses that really were just trial and error. I mean, if I were to reference, previously, the painting company or the furniture and loft building company, I don’t mean to indict the great work we did. But I had never painted or used a hammer in my life. So literally, it was those are true learning experiences, through trial and error and probably testaments to our commitment to one another, but our commitment to the customers, if nothing else.

But when I graduated to get back to your original question. When I graduated, I did work for a civil litigation firm out of Joliet, Illinois. I had clerked for the state’s attorney’s office and was actually assigned to one of the most high profile criminal murder cases, as just a clerk. But it was really exciting and cool at the time. And I had such an appreciation for the law. When you go into advanced academics, which I would describe as law, medicine, accounting, engineering– you’re really, to me, the elements and knowledge, specifically, is secondary to the discipline, which is the way of thinking and process of how you approach situations and that repetitive training.

And so I was very excited eager determined to have a career in law that would champion advocacy. So the idea of a hospitality company really didn’t show itself until the nature of my work allowed me the freedom to explore. So imagine I am actually assigned to drafting appellate court briefs for a firm, which is might sound fancy. But it’s incredibly monotonous and boring exercise of writing.

But you have to respond within some statutory time, 28 to 35 days later. And all you need is the internet because you’re just writing. So going the other way of seeing that is I was not confined to a courtroom or an office. I was merely required to have an internet and abide by deadlines. So I started spending time in Chicago. Being from a small town, how incredibly powerful and impactful the city serves those tall buildings, those busy streets. And I very quickly fell in love with the landscape and the potential, the capacity.

So I had money, some money saved up. You can only spend so much on ramen and cheap beer in college, as an undergrad. So whatever dollars I saved from those small ventures, I decided to open up a restaurant, pour all my money in. And not to take away from the the capacity and size of starting a new company. But I was at least aware of the reality of failed business and the reality of my lack of experience and the reality of my youth.

But I knew that I had a good degree. And I knew that I had a network of friends. And I knew that I was still young and that failure is sometimes a very necessary part of life’s lessons and journey. And for any students out there who are frustrated with themselves and any parents who are equally frustrated or kicking themselves in the butt, I am one of those who lived with my parents until I was 27 years old, God bless them. And I am super grateful that they allowed me that roof because it took off so many of the pressures and allowed me the time to develop.

So yeah, I wish I had a more explosive answer. But that’s the truth. That’s how I got there. And I describe as very– I describe academically and very seriously, the elements of success in preparation and research and due diligence.

But almost as importantly, timing and luck. That can be a very not necessarily chilling or humbling, but it can be a very necessary component to any venture or life decision. It needs to be made at the right time. And to get over that hump, you just got to catch a little bit of luck. And so in my opinion. And so I was at the right time for city politics, for city, for where we were in the economy. And I could have easily gone the other way because I was way in over my head. But that was where luck, then, played its part. And yeah, I just kept going.

VINCE LARA: Working in hospitality and opening an industry opening a business in hospitality, it really takes a specific mindset. You have to be patient. Something you referenced earlier, humble. And you have to have a willingness to serve. And so is that what drew you to hospitality?

CARMEN ROSSI: Well, right. That’s a great point. And again, highlights my lack of experience. So right, I had no professional background in hospitality, cooking. I’ve certainly never worked in a kitchen or cooked. But also, wasn’t a mixologist. I was never a server in the steps of service and the art of setting the plate or managing the customer. But I did have a–I have always had a fundamental understanding of making someone feel good and understanding that they are here to have an experience.

And I don’t limit that simply to hospitality. It can be in development, construction, it can be in client engagement, a first client interview, whether a lawyer or a doctor or a pre-call interview, as a journalist. You are tapping into the emotions and expectations of the person on the other line.

And with hospitality, maybe it’s a first date, a birthday, a corporate meeting. And understanding what that person’s expectations are, what they’re looking for from the experience, whether it is sustenance, whether I’m here just to have a bite or a drink and move on or creating a memory, like a wedding, engagement party, or otherwise.

So I knew that if I could surround myself with the skills and people who had the expertise, that’s probably my job today. I wish it was. I wish I was more developed on the intricacies of the many steps. But I put together teams. My ability to participate in so many varied industries. And most recently, if this interview is ever time stamped, in 2021, 2022, in the state of Illinois, you’ve had two massive industries emerge that had never previously existed or existed, legally, I should say. And that is cannabis and gaming.

And those are two industries that I am very deeply involved. But that comes with new regulation. That comes with your– it’s not simply the process of the operation, but rather education, dialogue with elected officials. And it is recruitment, as far as for me, London, of skilled, people who have worked in the industries and have that bandwidth.

So my job is similar to that of a general manager of a sports team. I have to field a team that can perform, but at so many different positions, in so many different skill sets. And the success of our team are, our goal of making the playoffs and playing in the championship, is through the journey of everyone having to perform at the highest degree, but not always at the same task.

So yeah, and boiling back down, I think you’ll be able to see now, as we’ve explored together throughout our talk this morning. I think you see how that’s sort of roadmap has been established. It was at Champaign. It was with very diverse students and curriculum and just learning throughout the process, not knowing where I was going.

I mean, isn’t that a reflection of the American curriculum, as it relates to college. Not everyone knows exactly where they’re going to land in the next four years or what they’re interested in. I mean, I have a law firm today. And our concentration is mostly regulatory, government lobbying. But that was not at all what I had ever envisioned, even while I was in law school. And I think it is a contributor to a larger footprint, a larger vision.

And if you were to say, well, what is the proverbial, where do you see yourself in five years? Well, I hope my head is still above water. I couldn’t necessarily or absolutely describe what the next five years look like or that I wouldn’t get involved in other industries that today I have no idea about.

But the confidence in that patience that you referenced is really just borne from the fact that we’ve been here before, even from the very first day, we stepped on campus, we didn’t know where we were going. But we knew that this is a good community. We’re going to do good work. We’re going to listen. We’re going to network. So long as we make great relationships and friendships.

And so long as people pick up the phone when you call because you’re a valued asset to their Rolodex. Then we’ll be OK. And not to say that there isn’t chaos and problems. But if you boil it down to those very, very simple life lessons and sort of, I wish there was a more algorithmic formula that I could share with everyone, so to say, that I could say, here’s the secret. Don’t tell anyone.

But it’s not. I love keeping it simple. James Carville maybe, KISS, Keep it Simple, Stupid. During Bill Clinton’s campaign. Yeah, I love that. It allows you to breathe a little easier when the pressure is mounting or when you feel like you’re behind, if you just remind yourself of all the little things that you’ve done, all the great relationships that you’ve managed to bring in and cultivate them. It’ll be OK. You just got to weather the storm.

So yeah, that is definitely patience. And it is patience and understanding of that, ultimately, leads to vision. But those are the nation elements.

VINCE LARA: One of the many impressive things I found out about you in doing my research is that there is always a charitable side to your endeavors. And I’m wondering what inspired that in you.

CARMEN ROSSI: Well, that is fundamental. Probably central theme, if we had to create a bubble chart with singular themed words of this conversation, one of the words might be, community. And as I referenced, the network and the friends and the family and the new relationships and ventures, really, those are all fall into community and if you and if you believe that, and you make that a central tenet of your mission statement, then giving back is not, probably, a preferred way of framing. I don’t think– that might come off as obligatory.

I live in the community. And the community has been amazing. I’m so absolutely fortunate for being able to have experienced the degree of success as a product of the community. And the community is representative of so many different cogs in so many different organizations. Therefore, charity is a daily commitment. I can make this point, anecdotally. I had five or six restaurants within let’s say, two to three years of starting this company, which means I’m two to three years into learning about hospitality.

But I had quickly opened up. It was six. But let’s, as many as I have fingers on one hand, we had 150 employees, 200 employees. And I said, I am learning so much about Chicago because I’m not from there. And I’m meeting people who are coming into the restaurants as customers, who work in the neighborhood, that work for such a variety of businesses and organizations. And a lot of nonprofits, especially in Chicago. There’s so many awesome organizations that directly serve the community, but from such a– whether it’s children services, whether it’s educational, whether it’s support, human support. And I have an addictive personality. And I’m a people pleaser and quite frankly, a lover. The idea of hearing more about their organization was a internal trigger to just want to get involved. But I would share it. I would share. I’m in my 20s. And so many of my employees are like me, in their 20s. And I would, these are friends. And I would say, hey, let’s– I just met this person. And they have this organization. And I’m volunteering to serve food. We’re going to make the food. We’re going to go over there. We’re going to serve the food.

And then there was a support system, another organization that was for abused women. And we were there Just to sit and talk, to serve coffee and pastries, and just to hang out. And people in the service industry in their 20s are energetic. We’re jovial. If you have a desire to work in hospitality, you probably have a personality that is pretty electric. And you likely enjoy human conversation because that’s so much a part of the job.

So we just all started signing up. I would just put up sign up sheets throughout the business and our businesses and just say, hey, I’m going to show up here at this time. And if you want to, as well, great. If not, sounds good. And those sign up sheets were never empty. I mean, every single day. And sometimes, they were too full, which is to say we had more help than we needed. And it sort of got out that we were an organization that sort of really enjoyed getting involved. And it just grew from there. So I decided to formalize it and really, it was twofold to formalize it as an opportunity and channel for employees, but also as an opportunity and channel for organizations to hear about us and reach out to us and know that we would, whatever the task, if we’re capable, we’re in. And that was in 2014, 2015. And we’re still engaged 365 now.

VINCE LARA: Speaking of charitable works, part of the reason that we’re chatting today, a small part of it anyway, is that you are giving a gift to RST to support RST 180, which is Mike Raycraft’s Hall of Fame tour, a wonderful program that takes two dozen students around to see various landmarks across the country. So I’m wondering, why did you want to be involved with RST? And specifically, why RST 180?

CARMEN ROSSI: So the curriculum for RST is a lot of what I’ve talked about today. You’re working intimately with people with communities, municipalities, governments, charities, organizations related to kids, students, and development of new organizations. RST, it’s got a very vast base and that touches on a lot of foundations, whether it is organizations of recreation or tourism. Those are massive industries.

So, of course, you’re talking about marketing advertising. You’re talking about operational logistics. You’re talking– I loved it. I had such a– and when you talk about political science in English, and then you go, RST has disciplines that are much– they’re hands on, boots on the ground. And the best way to learn is to engage. Not to take away from the academic curriculum, specifically. But there is a practical application that will best serve you for success. And that practical application is showing up, is getting involved, is trying it out. Not only as the service intends, but as a service to yourself. I enjoy this, OK. There’s only so much a textbook or course tech can teach and educate.

So it requires the students to sort of get out into the community and work, whether it’s an event, whether it’s behind the scenes, organizationally. So I see in these students, probably, a role that I can play is certainly one of opportunity for internships, certainly one of opportunity in education, whether it’s education of philosophy and sort of the steps of service or participate in the practical application through anecdotes, stories, life lessons.

And then there’s the opportunity of establishing scholarships, establishing financial commitments that can lead to students being allowed to participate. Or I think there’s a–I think there’s a designation of funds that’s going toward I would describe as an extended road trip. But a field trip of getting exactly into what we’re talking about, getting into the thick of things, and going and learning and experiencing what you might have discussed, ad nauseum, in the classroom. But now you get to see it in action for events. So yeah, I’m excited to see where this goes. And I’m not hardly done. And the community, again, from Champaign to Chicago, has been an absolute blessing. And I think about that every day. And that I convert that into a commitment of staying involved. And as long as you’ll have me, as long as the AHS family and community will have me, I’m committed to staying involved and excited to see where our journey together will go next.

Again, this was an idea. Shout out to Mike Raycraft I hope there are smiling faces. There has to be many when I say that name because he’s had a significant impact on my experience at the University of Illinois and certainly, in the vast community. So he came up with this idea of getting involved in creating a program that would afford students to participate with financial resources that I could extend in a program that came out of nowhere. And so I’m excited to find out. I’m excited to participate in our next idea together.

VINCE LARA: Yeah, and that’s a fantastic way to end. I appreciate your time, Mr. Rossi. And thank you for all you do for AHS. And I appreciate the time you spent with us today.

CARMEN ROSSI: I thank you, really. This was a cool opportunity. And I again, thank you very, very much.

VINCE LARA: My thanks to Carmen Rossi. For more podcasts on Illinois’ College of Applied Health Sciences, search A Few Minutes With on iTunes, Spotify, iHeartRadio, 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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Renovating for the Future



Conducting 21st century research and instruction in 20th century space can be challenging. Architects designing buildings 40 to 100 years ago could never have imagined the scope of the investigations in which faculty would be engaged, from the macro to the molecular level. Nor could they have predicted with any accuracy how departments would grow and change over the years.

Take the Women’s Gymnasium, for example.

An ambitious plan

Built in the early 1930s, what is now known as Freer Hall provided expanded facilities for the women’s physical education department, which had outgrown its space in the Woman’s Building (now the English Building). The last of 11 Georgian-style buildings on the Urbana-Champaign campus designed by renowned architect Charles Platt, the Women’s Gymnasium housed administrative offices, classrooms, and gymnasium spaces that were used for recreation, intramural sport competitions, and physical education research. Louise Freer, the women’s physical education director for whom the building was later renamed, added a lounge area in 1932 to provide a social space in the building.

The original design called for wings on both ends of the building, with the north wing housing a swimming pool. Funding was exhausted before the wings could be constructed, but the original vision was partially fulfilled in 1968 when a pool wing was added on the north end of the building. Administered by Campus Recreation, the pool served as the home venue for the Illinois Fighting Illini women’s swimming and diving team during renovations to the Intramural Physical Education Building, now known as the Activities and Recreation Center (ARC).

Four years after the pool wing was added, the Department of Physical Education for Women merged with the Department of Physical Education for Men and Freer Hall became home to the School of Physical Education. Renamed the Department of Kinesiology in 1987, the rapidly growing discipline began to strain against the limitations imposed by the nearly 60-year-old building. It wasn’t until the mid-2000s, however, that the College of Applied Health Sciences was able to undertake its first efforts to address some of the department’s pressing needs.

Between 2005 and 2011, two renovation projects converted the north and south gyms on the third floor into office and research space. Ten offices and an exercise science laboratory were carved out of the north gym space, while the south gym became facilities for research on neurocognitive kinesiology and the neuroscience of dance in health and disability. By this time, the women’s swimming and diving team had returned to the ARC, and with outstanding pool facilities existing in both that building and the Campus Recreation Center East, the College lobbied successfully to take ownership of the Freer Hall pool.

The vision for the north wing renovation was ambitious: to convert nearly 48,000 square feet gained by filling in the pool and removing lockers and showers into modern, collaborative research and teaching space. In January 2015, the University of Illinois Board of Trustees approved campus funding for the College’s plan to renovate the north wing “to develop needed spaces that directly support the long-range vision for the Department of Kinesiology and Community Health and the College of Applied Health Sciences at Urbana-Champaign.”

The pool infill renovation is the most comprehensive building project undertaken by the College to date. It includes modifications that will bring the building into compliance with the American with Disabilities Act, including the addition of an elevator that will give access to the fourth floor, previously unreachable by individuals with disabilities. (A new ADA-compliant entrance on the south side of Freer Hall was completed in 2018.) Half of the fourth floor will house new mechanical systems, including central air conditioning, while the other half will contain office space for visiting faculty and postdoctoral scholars.

The highlight of the renovation is the multipurpose testing and research facility that will occupy the first floor of the former pool wing. Described as an “historic renovation” by Dr. Amy Woods, head of the Department of Kinesiology and Community Health, the project will significantly enhance the department’s teaching, research, and outreach missions.

“This new space will include office and conference rooms, a large lifestyle intervention center including areas for blood collection and nutrition studies, a laboratory for motion capture, an exercise physiology wet lab, and other labs for kinesiology research,” she said. “The laboratories in this new space will be shared resources that facilitate multiple research studies as well as faculty and student interactions.” The space also will house a state-of-the-art video production facility for online classes. The comprehensive $20 million project has not been without its challenges, but is expected to be completed during the Fall 2019 semester.

A more welcoming environment

architectural rendering of lobby elevator area in Speech and Hearing Science Building

Also slated for completion this year is a $2.4 million renovation of the Speech and Hearing Science Building, built in the mid-1970s.

Originally conceived as a half-million dollar project to increase research space on the second floor, the College was able to expand the scope of the renovation through a campus initiative to repurpose underused facilities. Bill Goodman, former associate dean in AHS who is now a special assistant to Dean Cheryl Hanley-Maxwell, said the initial plan was to convert small rooms that had served as assessment rooms for the Speech-Language Pathology Clinic into usable space.

“The assessment rooms were rendered obsolete when the clinic moved to the Research Park area south of campus,” he said. “Our plan was to combine several of these smaller rooms into space that would be suitable for faculty research.”

The larger project will renovate more than 5,000 square feet on the second and first floors of the building, not only to provide for better research and teaching facilities but also to create a friendlier, more welcoming image for the Department of Speech and Hearing Science.

“You really had to hunt for the department’s administrative offices,” Mr. Goodman said. “The building didn’t have a very friendly or welcoming environment.”

The renovation project necessitated the disbursement of speech and hearing science faculty to alternative office space around campus. That’s been inconvenient, said SHS department head Karen Kirk, but the new facilities will make the temporary displacement worthwhile.

“The renovations will provide much-needed additional laboratory and student work space,” she said. “It also will give us enhanced meeting spaces of varying sizes that can be used for student seminars, research presentations, and large faculty meetings.”

Dr. Kirk also is excited about the relocation of administrative offices to the first floor, which will increase both the perceived and actual accessibility of SHS, and about the increased functionality and attractiveness of lobby areas on the first and second floors, which are used for student orientations, prospective student visits, and graduation receptions.

Also moved from the Speech and Hearing Science Building to allow for renovations was the University of Illinois Audiology Clinic, which now shares space with the Speech-Language Pathology Clinic in Research Park. That move is a permanent one, Dr. Kirk said, and will allow the department to provide integrated services to clients across the lifespan. And, she added, “Our clients are pleased with the free parking on site.”

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Toy Talk promotes language development



Research shows that the more language-rich interactions children have with their parents, the faster they learn words and the better they understand them. Toys can help facilitate language-rich interactions.

The quantity and quality of interactions between parents and children are critical in early language development. Research has shown that the more language-rich interactions children have with their parents, the faster they learn words and the better they understand them. The quality of the interaction is also important, especially in terms of the responsiveness to children’s attempts to communicate.

Responsive Labeling, Self-talk, Parallel-talk

Language interventionists have typically relied upon three main language modeling strategies when working with parents to increase their responsiveness. The rest, responsive labeling, occurs when the parent labels an object that the child is playing with, saying, for example, “That’s a baby.” In self-talk, parents describe their own actions with the toy, for example, “I’m rocking the baby.” Parallel talk involves the parent describing the child’s actions with the toy, for example, “You’re feeding the baby.” Research has shown that these language modeling strategies lead to increases in the vocabulary used by toddlers and the length of sentences they produce. Dr. Pamela Hadley and Dr. Matthew Rispoli, associate professors in the Department of Speech and Hearing Science, were concerned that the language modeling strategies did not do enough to increase toddlers’ development of syntax, or the way words are combined to form sentences.

“These strategies—responsive labeling, self-talk, and parallel talk—actually reduce the diversity of the words in the input to the child, especially in the number of different words that appear as sentence subjects,” Dr. Hadley said. “They promote pronoun subjects such as it, that, you, and I to the exclusion of vast numbers of possible noun subjects.”

Toy Talk

Pam Hadley and Matt Rispoli

To increase the number of different words appearing as sentence subjects during interactions with children, Drs. Hadley and Rispoli designed a new language modeling strategy they call toy talk. The strategy shifts parent-child talk during play from the interpersonal space, or what the parent and child are doing, to descriptive talk about the toy itself, such as its location, properties, or actions in the play environment. Parents also are taught to give the object its name.

“Consider a child holding a bottle to a doll’s mouth,” Dr. Hadley said. “Instead of responding with ‘That’s a bottle,’ which is labeling, or ‘You’re feeding the baby,’ which is parallel talk, the parent could say, ‘The baby likes her juice’ or ‘The juice is gone.’ That’s toy talk.” Both toy talk sentences have noun subjects rather than pronouns, a subtle shift, she notes, but one that creates opportunities for parents to produce more diverse sentences.

It sounds simple but, perhaps surprisingly, toy talk sentences with nouns in the subject position are rare in naturally-occurring conversations between adults and young children, Dr. Rispoli noted. “It is much more common for adults to ask children questions—‘Are you feeding the baby?’—or to direct their behavior—‘Give the baby more juice’—or to make descriptive statements using pronoun subjects—‘It’s all gone,’” he said.

Toy Talk Benefits

The challenge of language acquisition has been described as putting words together. “But maybe the challenge is pulling words apart,” he said. “When children consistently hear phrases such as ‘It’s a doll,’ ‘That’s a horse,’ and so on, the subject and the verb get chunked together. The child may not understand that ‘itsa’ and ‘thatsa’ are actually three separate words.”

With funding from the National Institute of Child Health and Human Development, Drs. Hadley and Rispoli evaluated the effectiveness of toy talk in a study that taught parents of toddlers how to use toy talk in both group and individualized coaching sessions over a three-month period. Their study demonstrated that not only did parents’ use of toy talk sentences increase following the instruction but also that their use of toy talk predicted children’s rate of growth in the production of diverse simple sentences and other crucial elements of syntactic development over the following six months.

“We think toy talk works, in part, because the diversity of noun subjects in parents’ input makes it easier for children to identify the boundary between a subject and a verb,” Dr. Hadley said. She and Dr. Rispoli emphasized that toy talk is not a replacement for other language modeling strategies. “Rather, it should be integrated with other strategies to interpret and expand children’s communication attempts and to model diverse combinations of words within simple sentence structure,” she said.

Because toy talk represents a relatively minor modification of familiar language modeling strategies, both scholars believe it can be incorporated rapidly into existing clinical practice.

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