According to the American Speech Language Hearing Association 2020 Certification Standards (ASHA, 2020), applicants for their Certification of Clinical Competence must complete a minimum of 400 clockhours of supervised clinical experience in the practice of speech-language pathology. Of the 400 clockhours required, 375 must be spent in direct client/patient contact with supervision. Clinical clockhours are obtained in graduate programs via off-campus and on-campus settings, including clinics, hospitals, schools and rely heavily on community supervisors. The issue of clinician productivity is a concern for some corporate policies, however studies have found there to be either no significant difference in productivity with a student (Bourne et al 2019) or an increase in productivity with a student (Dillon, et al 2003). Productivity aside, there are speech language pathologists that are eligible to host students but opt out. 

According to the U.S. Bureau of Labor Statistics in 2021, the field of Speech-Language Pathology was on track to have a 21% job growth rate between 2021 and 2023 whereas the national average job growth is 5%. Graduate programs must continue to enroll students at their top capacity in order to keep up with this growth however this ability may be limited due to lack of adequate supervisors willing to host students. In 2015, 33% of SLP master's programs identified insufficient clinical placements as a barrier to increasing program size (ASHA, 2015). 

This poster will systematically look at barriers and facilitators to agreeing to host graduate students based on survey data collected from 119 ASHA Certified speech language pathologists in the United States. The poster will discuss survey findings and potential changes that can be made at the University level to ensure that SLP graduate students are able to meet the minimum hour requirements for graduation while supporting the supervising SLPs in a meaningful way. 

References:
American Speech Language Hearing Association (2015). What most affects graduate program size? 20 (9). https://doi.org/10.1044/leader.AAG.20092015.28

American Speech Language Hearing Association (2020). 2020 Standards and Implementation Procedures for the Certificate of Clinical Competence in Speech-Language Pathology. Retrieved from asha.org.

Bourne, E., McAllister, L., Nagarajan, S., & Short, K. (2019). The effect of speech-language pathology students on clinician time use and activity. International Journal of Speech-Language Pathology, 21(2), 163-174. 


Bureau of Labor Statistics, U.S. Department of Labor. (2022). Speech-Language Pathologists. Occupational Outlook Handbook. Retrieved from https://www.bls.gov/ooh/healthcare/speech-language-pathologists.htm

Loretta, S. D., Tomaka, J. W., Chriss, C. E., Gutierrez, C. P., & Hairston, J. M. (2003). The Effect of Student Clinical Experiences on Clinician Productivity. Journal of Allied Health, 32(4), 261-5. https://uoregon.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/effect-student-clinical-experiences-on-clinician/docview/210980314/se-2


Barriers and Facilitators to Externship Supervising

Statement of Purpose: To instruct colleagues in a model of service delivery which utilizes interdisciplinary, neurodiverse team-teaching to decrease teacher burnout and increase positive outcomes for autistic high schoolers.
Summary: Widespread and pervasive barriers are currently keeping autistic and neurodivergent students from thriving in our public schools. For teachers and school-based speech pathologists currently serving autistic students there are methods that can be implemented immediately to have a measurable impact on the emotional and academic well-being of current students (Bottema-Beutel et al., 2020). These techniques can simultaneously create opportunities for educators to learn from each other and thus relieve the immense load of being a public school employee. Our primary purpose in presenting this information is to encourage attendees to consider adopting a co-teaching model with their special education colleagues, particularly between neurotypical and neurodivergent educators, specifically to support the well-being, confidence, and positive self-regard for their autistic students. The benefits of consistent, intentional relational support, the modeling of communication and collaboration, and the dual approaches of structured academic support and communication/self-advocacy interventions within a classroom setting provides a strong foundation for autistic students (Friend, et al.,2010). 
This presentation lays out a co-teaching model designed to support the development of positive self-image and self-advocacy skills within a neurodiversity-affirming space. The partnering of a special educator and a speech language pathologist is a perfect pairing to support students and provide a strong foundation of skills for success in school (Mentikoski, 2021). Providing explicit instruction in neurodivergence, fostering pride and acceptance in difference and neurodiversity, and supporting students with executive function strategies to apply directly to academic tasks provides students with the tools they need to venture out into the school environment with a strong affinity based community surrounding them. 
Additionally, having two responsive and engaged educators with different backgrounds and educational lenses gives an opportunity for authentic modeling of working relationships for students. Dividing time, teaching materials, content, and one-on-one support is a dynamic and sometimes challenging collaborative effort (Emmons & Zager, 2018). Autistic students benefit from seeing the work and reward that comes out of these partnerships.
Autistic high school students who have the support of two educators with a shared focus on creating a neurodivergent-affirming space and self advocacy, but with differing areas of expertise around academic support and facilitating cross-neurotype communication, have the widespread support they need to feel confident in engaging across a variety of academic environments. When students have the academic support they need, combined with direct instruction in their learning style and in self-advocacy, they make more academic and mental health gains (Sosnowy et al., 2019). The shared responsibility of creating lessons focusing on self-advocacy, executive functioning, and autistic pride means that teachers have more capacity to authentically build relationships with their students, and to do the kind of outreach and education to their general education colleagues needed in order to spread the principals of neurodiversity-affirming practices (Scheerer et al., 2022). 
Isolating the cause of student outcomes in a public school is impossible; there are too many variables to draw hard conclusions about interventions conducted as part of a comprehensive high school education. Anecdotally, however, it is clear that the co-teaching model implemented by the instructors is working: when surveyed about whether they want to continue on in the co-taught class, or move to a check-in model with a case manager, 80% of surveyed students elected to continue with the class.
5 minutes: Introductions
15 minutes: Presentation of relevant research to support the importance of neurodiversity-affirming approaches and co-teaching as beneficial for teachers and students.
10 minutes: Overview of co-teaching model application in a comprehensive high school learning center, including specific outline of how our system has developed, and the model within our school district.
15 minutes: Overview of lessons and structure for the year.
5 minutes: Reports/feedback from co-taught students.
10 minutes: Questions 

Axbey, H., Beckmann, N., Fletcher-Watson, S., Tullo, A., & Crompton, C. J. (2023). Innovation through neurodiversity: Diversity is beneficial. Autism, 0(0). https://doi.org/10.1177/13623613231158685: In a study measuring creativity, innovation, and consistency, neurodiverse groups (autistic and neurotypical people working together) and the most creative and innovative designs.

Bottema-Beutel, K., Cuda, J., Kim, S. Y., Crowley, S., & Scanlon, D. (2020). High School Experiences and Support Recommendations of Autistic Youth. Journal of autism and developmental disorders, 50(9), 3397–3412. https://doi.org/10.1007/s10803-019-04261-0: Recommendations include: providing personal attention, showing care, providing specially designed instruction, supporting kids’ ability to cope with school and stay regulated, and supporting social interaction. Additionally, educators need to intentionally affirm autistic identities and center individual strengths. 

Crompton, C. J., Ropar, D., Evans-Williams, C. V., Flynn, E. G., & Fletcher-Watson, S. (2020). Autistic peer-to-peer information transfer is highly effective. Autism, 24(7), 1704–1712. https://doi.org/10.1177/1362361320919286: In a study measuring effectiveness of peer-to-peer information transfer, autistic to autistic information transfer was as efficient as neurotypical to neurotypical information transfer.

Emmons, C. L., & Zager, D. (2018). Increasing Collaboration Self-Efficacy to Improve Educational Programming for Students With Autism. Focus on Autism and Other Developmental Disabilities, 33(2), 120–128. https://doi.org/10.1177/1088357616686312: Collaborative teaching increases capacity, feelings of success, and leverages resources for educators working with autistic students.

Friend, M., Cook, L., Hurley-Chamberlain, D., & SHamberger, C. (2010). Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education. Journal of Educational and Psychological Consultation, 20(9), 9-27.


Hester, O.R., Bridges, S.A., & Rollins, L.H. (2020). ‘Overworked and Underappreciated’: Special Education Teachers Describe Stress and Attrition. Teacher Development, 24(3), 348-365, https://doi.org/10.1080/13664530.2020.1767189: Special education teachers feel unsupported by administrators and feel that teaching has a negative impact on their overall quality of life. 

Mentikoski, C. (2021, January 12). Why-and How-Co-Teaching Works for Me. AshaWire. https://leader.pubs.asha.org/do/10.1044/leader.SCM.26012021.34/full/

Scheerer, N.E., Boucher, T.Q., Sasson, N.J., & Iarocci, G. (2022). Effects of an Educational Presentation About Autism High School Students’ Perceptions of Autistic Adults. Autism In Adulthood, 4(3), https://doi.org/10.1089/aut.2021.0046: A short educational presentation about autism negated some of the negative perceptions held by neurotypical high schoolers about autistic adults.

Sosnowy, C., Silverman, C., Shattuck, P., & Garfield, T. (2019). Setbacks and Successes: How Young Adults on the Autism Spectrum Seek Friendship. Autism in adulthood : challenges and management, 1(1), 44–51. https://doi.org/10.1089/aut.2018.0009: Autistic students have the most success in developing authentic relationships when their autistic traits are normalized. This acceptance is most often found with other neurodivergent youth. 

Strogilos, V., King-Sears, M.E., Tragoulia, E., Voulagka, A., & Stefanidis, A. (2023). A meta-synthesis of co-teaching students with and without disabilities. Educational Research Review, 38. https://doi.org/10.1016/j.edurev.2022.100504: Co-teachers believe that co-teaching is beneficial for learning for both teachers and students. 


Supporting the Success of Autistic Students Through a Co-Teaching Model

There is increasing pressure on social media companies to reduce the spread of misinformation on their platforms. However, they would prefer not to be the arbiters of truth as the truth can be subjective or otherwise hard to determine. Instead, they would prefer that social media users themselves show better discernment when deciding which information to share. Here we show that allowing people to share only those social media posts that they have indicated are true significantly improves sharing discernment, as measured by the difference in the probability of sharing true information versus the probability of sharing false information. Because it doesn’t require social media companies to be the arbiters of truth, this self-censorship intervention can be employed in situations where social media companies suspect that individuals are propagating misinformation but are not sufficiently confident in their suspicions to directly censor the individuals involved. As such, self-censorship can usefully supplement externally imposed (i.e. traditional) censorship in reducing the propagation of false information on social media platforms.


Self-Censorship Appears to be an Effective Way of Reducing the Spread of Misinformation on Social Media

Successful social coordination requires being able to predict how the other people that one depends on are likely to behave. One solution to this dilemma is to establish social conventions, which constrain individuals' behavior but make prediction easier. Here, we develop a multi-agent deep reinforcement learning environment to investigate the costs associated with these conventions. In our produce-and-trade task, agents have varying production skills, but their actions must be predictable in order to be rewarded. Stronger norms improve the overall success of the group by improving the average rewards of the majority, but also systematically disadvantage agents whose specialization is in the minority of the group. Critically, this outcome is magnified by population size: as larger groups make it potentially more difficult to develop individualized representations of agents, minority agents become more likely to conform to a norm that is disadvantageous to them.


Unequal Norms Emerge Under Coordination Uncertainty in Multi-Agent Deep Reinforcement Learning

Show Me an Anthropologist and I'll Show You a Librarian

Historical artifacts only have meaning because of the stories we tell through and about them.

What kinds of stories emerge from the artifacts found in the Southeast Chicago Historical Museum? These storylines weave together artifacts, documentary film, and online storytelling. We take objects donated to the museum, explore their meaning for donors, and then interweave these stories with those relating to other Museum objects. Can these extended storylines become launching points for conversations about the nature of work, the value of community, and what it means to be an American? Can they help us reimagine our collective futures?

The Stories We Tell — The Southeast Chicago Archive & Storytelling Project

The Dobbs decision was shocking if not surprising, particularly in the context of movements to make abortion care accessible elsewhere around the world. In the United States, more than half of states are enforcing or enacting bans and restrictions that are severe and extreme. This is a moment requiring the deeper and broader perspectives of anthropologists working in reproduction. This roundtable features contributors to The Routledge Handbook on Reproduction and Anthropology speaking on how changes in US law and policy are affecting the local communities where they work and the global landscape of reproduction. Drawing from their research, they also discuss sources of insight and inspiration in the continuing struggle for reproductive justice.

Navigating Reproduction After Dobbs

Religious sermons reinforce and transform the ideas and values of local communities. Prior work indicates sermons serve important functions for individuals and groups, but many key questions could not be addressed due to limited corpus size. The present research uses natural language processing on a corpus of 50,000 geo-tagged sermons from five Christian denominations delivered between 2019-2020 in the United States. We aim to understand how sermon content is associated with—and affected by—socio-ecological context. This requires two main analyses. First, accounting for spatial autocorrelation, we correlate sermon content with state-level variables, including tightness, political orientation, and prevalence of natural disasters. Second, we use event-based analyses to examine how local sermon content is influenced by natural and man-made disasters. Preliminary analyses indicate our analyses are feasible: Sermons are distributed sufficiently across states, and we have quantified the prevalence of psychologically relevant topics in each sermon. We await the results of our main analyses. It is now easy to utilize rich data sources, like transcripts, that directly capture phenomena of interest. Religious sermons are an untapped data source for scholars to examine how religious institutions transmit culture and interact with the socio-ecological environment.

How religious sermon content is associated with—and affected by—socio-ecological context: Analyzing 50,000 American sermon transcripts from 2019-2020

Social network analysis (SNA) has gained popularity as a methodology for understanding patterns of student interactions. Such techniques have been applied extensively to face-to-face but not remote physics courses. To bridge this gap, we surveyed students in four remote introductory physics courses, asking them to report peers with whom they meaningfully interact about the course. We then applied SNA methods to determine how various factors relate to the observed network formations. We find differences in what course content students discuss with peers in their lab and discussion sections. Students with higher final course grades were more connected to their peers in interaction networks related to lecture but not lab content. We also discern several trends between students’ gender and their network position, but no strong patterns with regard to students’&nbsp;race/ethnicity. Results suggest that group-forming surveys may be useful tools for instructors to create comfortable social environments for students.

Characterizing the interaction networks of physics students during remote teaching

This study examined the relationship between attending secondary school in a rural locale, first-generation college student status, and persistence in engineering majors at West Virginia’s state flagship university. Students who are rural or first-generation depart engineering by changing majors and by leaving the institution without degrees at higher rates than other students, and patterns of attrition for these students are qualitatively different. High school preparation was a significant predictor of leaving college after the freshmen year with rural and first-generation students at higher risk correcting for high school preparation; however, neither rurality nor first-generation status were significant predictors of continuing in engineering to the sophomore year after controlling for students’ high school academic preparation.

Factors Related to Rural and First-Generation Persistence in Engineering

Multinational corporations and states are driving a process of commodifying and categorizing land. At the same time, the material and social realities of landscapes resist this cooptation. Our panel explores the frictions between different visions and values of land. This panel focuses on the technocrats and bureaucrats who mediate environmental and legal frictions over land. We draw on a range of sources • Indigenous land rights cases, forestry concessions, land remediation plans, and urban planning agendas • to explore how these mediators (re)produce the meaning of land. We also explore why frictions remain despite these policies and procedures. Environmental remediation planners use predictive models, but the realities of ruined landscapes escape those carefully crafted plans. Legal mediators attempt to demarcate Indigenous lands from extractive concessions, but those boundaries inevitably overlap. City planners designate “illegal” vs” legal” urban settlements, but the people who live in those settlements resist those designations. We look at how material realities and local actors disrupt the commodification and categorization of land. We draw on historical archives and ethnography to explore how technology, planning, and law mediate these frictions. What are the roles of local power structures, the state, and multinational corporations in determining land’s use and value? What are emerging counter-narratives? How do these narratives develop and become inscribed on the land itself? Ultimately, we ask what these histories and contemporary realities tell us about the persistence of frictions over land and how those frictions will define land in the future.

Grounded Frictions: Land re(mediation) and (re)production

Sociologists like Beck and Giddens have argued that we live in a “risk society,” meaning that despite significant advances in mastering uncertainties and controlling the natural environment, modern society has become especially preoccupied with questions of risk management. This notion of “risk” has little to do with earlier concepts of fate or fortuna, representing a new way of viewing the world and its uncertainties and contingencies, one that assumes that unanticipated outcomes might be the consequence of human action rather than simply expressing the hidden meanings of nature, deities, and magical forces. This concern with controlling risk was significantly intensified after the turn of the millennium, and the term “panic” is often used nowadays to describe the growing perception that we are living in a period of increasing uncertainties and disruptive changes. Mary Douglas contributed a cultural approach to risk that emphasized how risk is culturally defined, and other anthropologists have also contributed to research on risk by noting how specific cultural, socioeconomic, political and religious factors affect risk perception, but anthropology’s contribution to the study of risk has been limited when compared to that of other fields such as sociology and social psychology. And yet, anthropology is in a good position to develop theoretical approaches that move beyond the macro level theories of sociologists like Beck and Giddens and the individual-centric theories of social psychology, which are too centered on individuals and completely neglect the role of social institutions of expertise in shaping people’s perceptions of risk. In conjunction with this year’s conference theme of “Truth & Responsibility,” this panel seeks to develop new anthropological approaches to the role of expert truth-claims regarding risk in shaping people’s responses to uncertainties and contingencies. Contemporary perceptions of risk often imply that risk is measurable, but this view is not useful in many areas where science is in dispute or evolving, areas that include chemical toxicity, global warming, and responses to epidemics. It is also not useful in black swan events and singular catastrophes such as nuclear accidents and pandemics. Given the unknowability of the future, is knowledge of the probabilities of harm (i.e. risk) really relevant and a useful guide for people in living their everyday life? In other words, while economists and actuarial scientists distinguish between risk (known probability) and uncertainty (odds unknown), and while this distinction is essential for the insurance industry, is this distinction always relevant and ontologically significant? When people have to make decisions in the face of uncertainty, what sources of authoritative knowledge do they rely upon? What is the role of technoscience and other non-secular forms of authoritative knowledge in shaping everyday processes of risk management? Why are only some people sensitive to the language of risk management? Finally, given that numerous groups of people live in the shadow of known hazards, how do people live their lives oblivious to, or willfully ignoring, risks and uncertainty?

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Barriers and Facilitators to Externship Supervising

Supporting the Success of Autistic Students Through a Co-Teaching Model

Self-Censorship Appears to be an Effective Way of Reducing the Spread of Misinformation on Social Media

Unequal Norms Emerge Under Coordination Uncertainty in Multi-Agent Deep Reinforcement Learning

Show Me an Anthropologist and I'll Show You a Librarian

The Stories We Tell — The Southeast Chicago Archive & Storytelling Project

Navigating Reproduction After Dobbs

How religious sermon content is associated with—and affected by—socio-ecological context: Analyzing 50,000 American sermon transcripts from 2019-2020

Characterizing the interaction networks of physics students during remote teaching

Factors Related to Rural and First-Generation Persistence in Engineering

Grounded Frictions: Land re(mediation) and (re)production

Uncertainty as Corporate Social Technology: Managing Political Risk in Industrial Aquaculture

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