There is a critical shortage of new PhD's in the field of Communication Sciences and Disorders (CSD). This training grant is designed to address this shortage by preparing researcher-scholars in the field of speech- language disorders in children and adults at one of the top-ranked departments in the country. This competing continuation requests support for five predoctoral students and one postdoctoral fellow to participate in an interdisciplinary training program that draws on faculty and resources in the departments of Communication Sciences & Disorders, Psychology, Educational Psychology, and the Waisman Center. The University of Wisconsin-Madison is perhaps unique in the high level of collaboration among faculty and their students in these different programs, interactions that are facilitated by the existence of the Waisman Center, an interdisciplinary center that supports research on human development, developmental disabilities, and neurodegenerative diseases. Thus, UW-Madison is ideally suited for training students for careers in speech and language disorders given that research and practice in this field must draw on expertise from a variety of fields. The purpose of the proposed training grant is to prepare students for academic careers in the field of speech and language disorders or related disciplines within an interdisciplinary training program. Predoctoral trainees will take formal coursework across different disciplines and will be required to complete two short lab rotations (1 semester each) or one longer lab rotation in addition to working in the lab of their primary advisor. Trainees will be able to select rotations from a number of research programs, including ones in language development, language disorders, language and bilingualism, memory and cognition, social communication deficits in traumatic brain injury, speech perception and production in children and adults, speech sound disorders in children, and neurogenic speech disorders. Experimental methodologies that are available to trainees include acoustic speech analysis, neuroimaging (e.g., MRI/fMRI, DTI), eye-tracking, computational modeling, as well as many behavioral paradigms. In addition to the lab rotation component, value-added training activities for predoctoral students include more rigorous instruction in quantitative methods (statistics), expanded instruction in responsible conduct of research (RCR), mentoring training, journal club, interdisciplinary proseminars, and an Individual Development Plan (IDP). The postdoctoral trainees will engage in the mentoring training, grant writing instruction, journal club, proseminars, and creation of an IDP. Both predoctoral and postdoctoral trainees will take at least one semester-long seminar focusing on the theme of interdisciplinary approaches to science.

Public Health Relevance

There is a critical shortage of new PhD's in the field of Communication Sciences and Disorders (CSD). This training grant is designed to address this shortage by preparing researcher-scholars in the field of speech- language disorders in children and adults at one of the top-ranked departments in the country. This competing continuation requests support for five predoctoral students and one postdoctoral student to participate in an interdisciplinary training program.

Agency
National Institute of Health (NIH)
Institute
National Institute on Deafness and Other Communication Disorders (NIDCD)
Type
Institutional National Research Service Award (T32)
Project #
5T32DC005359-13
Application #
9285752
Study Section
Special Emphasis Panel (ZDC1)
Program Officer
Rivera-Rentas, Alberto L
Project Start
2002-07-01
Project End
2020-06-30
Budget Start
2017-07-01
Budget End
2018-06-30
Support Year
13
Fiscal Year
2017
Total Cost
Indirect Cost
Name
University of Wisconsin Madison
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
161202122
City
Madison
State
WI
Country
United States
Zip Code
53715
Johnson, Allison A; Reidy, Patrick F; Edwards, Jan R (2018) Quantifying robustness of the /t/-/k/ contrast using a single, static spectral feature. J Acoust Soc Am 144:EL105
Gangopadhyay, Ishanti; McDonald, Margarethe; Ellis Weismer, Susan et al. (2018) Planning Abilities in Bilingual and Monolingual Children: Role of Verbal Mediation. Front Psychol 9:323
Lorang, Emily; Sterling, Audra; Schroeder, Bianca (2018) Maternal Responsiveness to Gestures in Children With Down Syndrome. Am J Speech Lang Pathol 27:1018-1029
Pomper, Ron; Saffran, Jenny R (2018) Familiar Object Salience Affects Novel Word Learning. Child Dev :
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Friedman, Laura; Sterling, Audra; Barton-Hulsey, Andrea (2018) Gaze avoidance and perseverative language in fragile X syndrome and autism spectrum disorder: brief report. Dev Neurorehabil 21:137-140
Davidson, Meghan M; Ellis Weismer, Susan (2017) A Discrepancy in Comprehension and Production in Early Language Development in ASD: Is it Clinically Relevant? J Autism Dev Disord 47:2163-2175
Lorang, Emily; Sterling, Audra; Expressive Language Consortium (2017) The impact of autism spectrum disorder symptoms on gesture use in fragile X syndrome and Down syndrome. Autism Dev Lang Impair 2:
Law 2nd, Franzo; Mahr, Tristan; Schneeberg, Alissa et al. (2017) Vocabulary size and auditory word recognition in preschool children. Appl Psycholinguist 38:89-125
Haebig, Eileen; Saffran, Jenny R; Ellis Weismer, Susan (2017) Statistical word learning in children with autism spectrum disorder and specific language impairment. J Child Psychol Psychiatry 58:1251-1263

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