Speech-Language Pathology Research Lab Virtual Tours

Kelcey Buck Author

03/27/2020 Added

160 Plays

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Six faculty from the Department of Special Education and Communication Disorders guide viewers through virtual tours of their respective labs to discuss their research. \\ 0:03 – Steven Barlow's Communication Neuroscience Laboratories // 7:18 – Angela Dietsch's Sensorimotor Integration for Swallowing and Communication Lab // 10:45 – Susan Loveall's Lab // 11:42 – Kevin Pitt's Augmentative and Alternative Communication Translation Lab // 15:05 – Naomi Rodgers' Stuttering Lab // 17:23 – Yingying Wang's Neuroimaging for Language, Literacy and Learning Lab \\

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[00:00:03.070]My name is Dr. Steven Barlow.
[00:00:04.970]I'm a professor in Special Ed Communication Disorders
[00:00:09.970]and also the associate director
[00:00:12.350]of the Center for Brain Biology Behavior.
[00:00:16.300]We're in our first laboratory suite.
[00:00:18.960]This is Barkley room 140.
[00:00:22.860]This is where we perform biomechanical
[00:00:26.700]and neurosensory testing of orofacial
[00:00:30.320]as well as hand apparatus.
[00:00:33.710]These studies are done in developmental populations,
[00:00:37.900]including very young children,
[00:00:40.420]as well as individuals with progressive neuromotor disease.
[00:00:45.970]For example, cerebrovascular stroke.
[00:00:49.170]Why don't we just walk in to our test booth here
[00:00:51.630]it can give you a sense of what the environment looks like.
[00:00:59.810]Here we can see the recording suite
[00:01:03.220]for testing what are known as vibrotactile
[00:01:06.700]detection thresholds.
[00:01:08.540]Here we have a servo control linear motor
[00:01:11.900]that allows us to very precisely test
[00:01:14.540]the somatosensory system.
[00:01:17.010]As you probably know,
[00:01:18.800]movement is highly dependent on sensory cues
[00:01:23.380]for accuracy as well as maintaining production.
[00:01:27.040]So with this device, we can test nerve endings
[00:01:31.150]and mechanical receptors in orofacial tissues
[00:01:34.880]as well as in the digits
[00:01:37.780]as it relates to manipulation.
[00:01:40.640]We also have instrumentation available in this laboratory
[00:01:46.450]to record both single
[00:01:48.180]as well as multi-unit electromyographic signals.
[00:01:53.850]This is particularly useful for biofeedback
[00:01:56.940]or retraining as part of a comprehensive
[00:02:00.640]rehabilitation, therapeutic again, across the lifespan,
[00:02:06.600]We can kind of back out of this laboratory space.
[00:02:11.090]And we'll go next door to our second lab
[00:02:16.960]here in the Barkley Center, and this is room 141.
[00:02:24.480]And we're down on the main floor by the way.
[00:02:26.600]So we're, we're very much isolated
[00:02:29.840]from a lot of the traffic in the clinic.
[00:02:33.600]During a normal day, we'll have several graduate students
[00:02:39.610]working in this laboratory space,
[00:02:41.890]including speech-language pathology majors, and students
[00:02:47.730]from computer science and biomedical engineering.
[00:02:51.660]Let's go a little bit deeper into this lab
[00:03:04.620]So this space is really a collection of recording suites
[00:03:09.940]and also work stop or I should say workstation areas.
[00:03:14.630]Here we have a computer controlled milling machine
[00:03:19.090]that allows us to design and manufacture
[00:03:22.730]specialized sensors for our experiments,
[00:03:26.950]particularly for the somatosensory stimulation studies
[00:03:30.750]as well as some of the biomechanical experiments that we do.
[00:03:36.330]We'll back out of here and just go around the corner.
[00:03:41.090]in this lab.
[00:03:42.570]Here we have a speech aerodynamics test suite.
[00:03:48.250]This allows us to perform non invasive measures
[00:03:53.490]of laryngeal airway resistance
[00:03:55.670]as well as test the efficiency of the velopharyngeal port.
[00:04:01.050]This can be run in subjects as young as four years of age.
[00:04:06.140]And again, we can apply this technology across the lifespan.
[00:04:12.300]Over here, we have our ForceWin
[00:04:15.550]biomechanics recording station.
[00:04:19.570]This is a technology that was created here
[00:04:22.190]at the University of Nebraska,
[00:04:24.600]and has been run now in five different studies
[00:04:28.030]about 250 subjects across the lifespan
[00:04:31.990]and is being applied in cerebrovascular stroke.
[00:04:36.310]Not only is it used for diagnostics,
[00:04:38.640]but we can configure this system for biofeedback.
[00:04:44.900]And I'll just kind of loop by the camera
[00:04:48.830]and we'll just go into our laboratory meeting area.
[00:04:56.520]So you can see this long table with monitor
[00:05:00.500]and some of the equipment cabinets that surround this space.
[00:05:04.110]This is our popular gathering area
[00:05:08.120]to discuss study designs, progress
[00:05:11.880]for individual experiments.
[00:05:15.170]We meet to discuss, for example, undergraduate research
[00:05:19.810]theses, masters theses as well as dissertations.
[00:05:23.920]We also hold regular meetings to discuss progress
[00:05:28.100]on research grants as well as publication status.
[00:05:32.440]So this is a very popular communal area
[00:05:36.100]that gets used very heavily in this lab.
[00:05:39.050]We also have another set of facilities
[00:05:42.550]on the City Campus at the Brain Center,
[00:05:45.630]which is known as the CB3.
[00:05:48.190]And that includes
[00:05:49.890]the Functional Near-Infrared Spectroscopy lab.
[00:05:54.230]That's a neuroimaging facility
[00:05:57.410]that allows us to do hemodynamic
[00:05:59.790]recordings again in a variety of ages.
[00:06:03.930]That lab has been pretty busy in the last six months
[00:06:06.860]where we've started some studies, Dr. Wang in particular,
[00:06:13.610]examining cochlear implant
[00:06:16.630]brain mapping in children and adults.
[00:06:19.670]And we've also done sensory motor studies
[00:06:22.450]using that technology.
[00:06:24.710]The Brain Center also is home
[00:06:27.810]to our three Tesla Siemens MRI scanner.
[00:06:32.670]And our laboratory along with Dr.Dietsch and Dr. Wang
[00:06:37.560]have conducted and are conducting many different experiments
[00:06:41.410]using MRI imaging technology.
[00:06:44.980]So together our laboratory spans both the City Campus
[00:06:50.700]and the East Campus.
[00:06:51.950]Which is home to Special Ed and Communication Disorders.
[00:06:55.940]And this provides a very rich collaborative experience.
[00:07:00.290]Engaging students in interactive studies with students
[00:07:05.720]from a variety of departments and both neurotypical
[00:07:10.130]as well as neurologically impaired subjects.
[00:07:13.160]So thank you for visiting the Communication
[00:07:16.510]Neuroscience Laboratories.
[00:07:21.831]Hi, my name is Angela Dietsch
[00:07:23.580]and I am a faculty member here
[00:07:25.260]at the University of Nebraska-Lincoln.
[00:07:26.880]I am also the director of the Sensorimotor Integration
[00:07:30.260]for Swallowing and Communication Lab,
[00:07:32.290]which is where we are now.
[00:07:35.050]Prior to switching to the academic world,
[00:07:38.470]I was a speech pathology clinician for quite a few years
[00:07:42.460]in all levels of care.
[00:07:44.000]And I am very glad to be able to bring that clinical
[00:07:46.890]experience to teaching here at the University of Nebraska
[00:07:50.950]and also to the research that we're doing here in this lab.
[00:07:54.310]So here in the SISC lab,
[00:07:57.050]among many of the projects that we're working
[00:07:59.570]on, a common thread is that we are interested
[00:08:02.150]in looking at the kinds of tools and assessment
[00:08:06.640]processes that we are already using,
[00:08:08.440]as well as intervention strategies.
[00:08:10.520]To make sure that they are as efficacious
[00:08:12.960]as they can be, and that they are being selected
[00:08:15.660]for the right clients.
[00:08:16.980]And we're also interested in developing new strategies
[00:08:19.950]if that becomes possible.
[00:08:21.920]So we have a lot of the same kinds of tools
[00:08:25.680]that are used clinically that we use in our research
[00:08:28.640]and then that we can also use during training and teaching.
[00:08:32.380]So various things like this setup
[00:08:35.660]over here is specifically designed to measure
[00:08:40.100]on EMST devices and the kinds of pressures
[00:08:43.130]that are required so that we can select the right kinds
[00:08:45.970]of devices for the right kinds of patients.
[00:08:48.220]And this is a tool that has been very recently incorporated
[00:08:53.210]into both speech and swallowing therapy
[00:08:55.960]that we borrowed from our respiratory therapy friends.
[00:08:59.190]We also have instruments like this that measure
[00:09:02.300]tongue pressure against the roof of the mouth,
[00:09:04.010]which can be important
[00:09:05.230]for both speech and swallowing purposes.
[00:09:07.630]And we have a full array of software
[00:09:09.810]that can do voice analysis for clients
[00:09:13.230]who are having concerns about their voice quality
[00:09:16.740]or how they're using their voice
[00:09:18.240]as part of their communication.
[00:09:20.950]For individuals who have voice or swallowing problems,
[00:09:24.500]one of the most common clinical instrumentation tools
[00:09:28.430]that's available is endoscopy.
[00:09:30.650]We have a full endoscopy setup here,
[00:09:32.900]as well as mannequin that we can practice
[00:09:36.800]this skill because learning on each other is not optimal.
[00:09:42.500]And then we also have because part of the research
[00:09:46.080]that we're doing related to swallowing disorders
[00:09:49.870]is about how sensory input influences
[00:09:53.660]the motor output or the swallowing behavior.
[00:09:57.120]We also have a full taste lab where we can create
[00:10:01.020]our own taste stimuli using precise scientific methods.
[00:10:05.530]So all of the stuff from AP chemistry
[00:10:07.870]now comes back into real life.
[00:10:12.200]And we can then create the kinds of taste stimuli
[00:10:16.290]that we think would be most beneficial
[00:10:18.170]and test it in our patients.
[00:10:20.850]And our clients both here in the lab,
[00:10:24.080]and also at CB3,
[00:10:25.940]which is where we do a lot of our research.
[00:10:29.340]CB3 is a neuroimaging center
[00:10:31.460]located on the City Campus.
[00:10:33.930]And that's also where my office is located.
[00:10:36.680]So we have lots of access to be able to incorporate
[00:10:40.540]that kind of research technology
[00:10:42.720]into all of the clinically based things that we're doing.
[00:10:48.930]Hi, I'm Susan Loveall.
[00:10:50.500]I'm a professor in the Department of Special Education
[00:10:53.820]and Communication Disorders.
[00:10:55.660]And we are in my lab, and specifically
[00:10:58.470]we're in the observation room
[00:10:59.770]where parents are able to observe testing
[00:11:02.580]of their son or daughter.
[00:11:05.470]My research focuses on learning, language,
[00:11:08.450]and literacy in individuals who have intellectual
[00:11:11.720]and developmental disabilities, such as Down syndrome.
[00:11:15.450]The goal of our research is to better understand
[00:11:18.520]these skills and cognitive development in general
[00:11:21.630]in these populations so that we can find better ways
[00:11:24.850]of teaching them.
[00:11:26.420]We are always looking for bright and hardworking students
[00:11:29.550]to help out in the lab,
[00:11:31.140]and the things students help with are helping test
[00:11:34.810]participants, score assessments and data entry.
[00:11:39.130]And thank you for coming by to see the lab.
[00:11:45.300]Hi, my name is Kevin Pitt.
[00:11:46.330]And this is the Augmentative
[00:11:47.450]and Alternative Communication Translation Laboratory.
[00:11:50.380]For those of you who haven't heard about AAC before
[00:11:52.750]or augmentative and alternative communication
[00:11:55.140]it's the area of the field that seeks to provide support
[00:11:58.520]or replacement communication method for those individuals
[00:12:01.710]who find traditional methods of communication
[00:12:04.330]such as speech or writing, either ineffective
[00:12:08.140]or just inefficient.
[00:12:10.600]In our lab, we're primarily interested
[00:12:12.440]in providing AAC methods for those individuals
[00:12:15.070]with severe physical impairments.
[00:12:17.120]So we're thinking about potentially children
[00:12:19.290]or adults who have cerebral palsy,
[00:12:21.850]or potentially adults who have conditions
[00:12:23.710]like a amyotrophic lateral sclerosis or ALS.
[00:12:26.890]And some of you may have heard about
[00:12:28.360]the late Stephen Hawking and those kinds of conditions.
[00:12:31.350]And we're thinking about those people
[00:12:32.750]that have really severely impaired voluntary movements.
[00:12:37.400]In the lab, we're really interested
[00:12:38.760]in how we support communication for these individuals
[00:12:42.470]both today but also looking towards the future as well.
[00:12:45.980]So for instance, right now, individuals who have severe
[00:12:48.780]physical impairments may access AAC devices,
[00:12:51.890]such as this one right here,
[00:12:53.480]through eye gaze technology.
[00:12:55.500]And eye gaze technology
[00:12:56.560]works by a little infrared sensor down
[00:12:59.430]here at the bottom detecting the location of the pupils.
[00:13:03.540]So therefore, an individual can select an item
[00:13:06.540]in the communication display
[00:13:08.310]by orienting their eyes towards a given item
[00:13:11.880]and then staring at that item for a shortly
[00:13:14.090]extended period of time or blinking for instance.
[00:13:17.780]Regarding future types of AAC access technologies,
[00:13:21.430]my lab is primarily concerned
[00:13:23.120]about the application of brain computer interface
[00:13:25.610]technologies for AAC, or BCI.
[00:13:28.430]So brain computer interfaces seek to directly translate
[00:13:32.330]an individual's brain activity
[00:13:34.960]and provide communication control.
[00:13:37.750]So for instance, now instead of having to, say, physically
[00:13:41.110]move your hand to guide a mouse cursor across the screen,
[00:13:44.710]you could now simply just imagine moving your hand
[00:13:47.780]and that would still have the same effect.
[00:13:50.150]So to control these devices in our lab,
[00:13:52.070]the individual wears an electroencephalography cap
[00:13:55.270]or an EEG cap such as this.
[00:13:58.000]Our cap has 32 electrodes in it
[00:13:59.710]and each one of these electrodes records brain
[00:14:02.040]activity at the level of the scalp.
[00:14:04.310]Then using a computer, we show them different things.
[00:14:08.130]We have them perform different tasks.
[00:14:10.120]And we look at the neurological the brain activity
[00:14:12.490]associated with those tasks.
[00:14:14.380]And then look at how that can be translated
[00:14:16.590]to provide communication access,
[00:14:18.850]even for those who have no form of motor movements.
[00:14:21.830]So individuals who have total locked in syndrome
[00:14:24.360]or disorders of consciousness and those people
[00:14:26.860]in a total locked in state.
[00:14:29.040]So very broadly, my lab is really interested
[00:14:31.180]in how we develop and implement these types of AAC devices
[00:14:34.830]for a range of populations,
[00:14:36.420]both children and adult.
[00:14:38.370]It's also really important in this translation
[00:14:40.760]that we also consider how we train individuals
[00:14:43.050]to use these devices.
[00:14:44.700]So that can include both the user of the device
[00:14:48.150]but also we've got to think about caregivers,
[00:14:50.230]how we train speech-language pathologists
[00:14:52.460]and interprofessional multi disciplinary collaborations
[00:14:56.230]as well to make sure these devices
[00:14:57.840]can be implemented effectively to provide
[00:15:00.180]functional communication to these individuals
[00:15:02.270]who may have no other form of communication.
[00:15:08.120]Hi there, my name is Naomi Rodgers.
[00:15:10.910]I'm a faculty member in the Department of Special Education
[00:15:13.820]and Communication Disorders.
[00:15:15.880]I'm also the director of the Stuttering Lab.
[00:15:18.480]So stuttering affects around 1% of the population.
[00:15:22.120]Stuttering is hallmarked by a disruption
[00:15:24.370]to the forward flow of speech.
[00:15:26.780]And so people who stutter will produce sound
[00:15:31.860]repetitions, prolongations and blocks
[00:15:36.850]in their speech like that.
[00:15:39.200]Lots of people who stutter also demonstrate
[00:15:40.920]what are called secondary behaviors.
[00:15:43.230]And they will do things like look away from their listener
[00:15:47.160]as they're stuttering or perhaps move their head
[00:15:49.450]or limbs as they're stuttering.
[00:15:51.410]Stuttering is often really uncomfortable
[00:15:53.090]for both the speaker and the listener.
[00:15:55.260]And so people who stutter oftentimes
[00:15:58.120]will utilize lots of tricks
[00:16:00.210]to avoid stuttering, like using filler words,
[00:16:06.970]swapping in words that are easier to say,
[00:16:09.690]or avoiding interactions altogether.
[00:16:12.730]Here in the Stuttering Lab,
[00:16:13.840]we're interested in the cognitive,
[00:16:17.160]affective and social factors that influence
[00:16:20.750]how people who stutter experience stuttering,
[00:16:23.450]and also how they take steps
[00:16:25.180]towards making a positive change to their stuttering
[00:16:27.910]and overall communication.
[00:16:30.110]Our research approach is interdisciplinary
[00:16:33.330]as we integrate scientific approaches
[00:16:36.700]from the fields of behavioral health, health psychology
[00:16:39.740]and cognitive science.
[00:16:41.820]Students who are interested in stuttering are encouraged
[00:16:44.270]to get involved in the lab.
[00:16:45.800]Student research activities include things like transcribing
[00:16:50.720]and analyzing interviews with people who stutter,
[00:16:54.880]creating and disseminating surveys
[00:16:58.220]to people who stutter and the speech-language pathologists
[00:17:00.720]who serve them, administering assessments
[00:17:05.220]that tap into the holistic nature of stuttering,
[00:17:07.750]as well as running experimental tasks
[00:17:10.370]in real time with people who stutter.
[00:17:13.020]The overarching goal of the Stuttering Lab
[00:17:14.730]is to better understand the psychosocial nature
[00:17:17.510]of stuttering so that we can maximize therapeutic approaches
[00:17:20.850]for those individuals.
[00:17:22.770]Thanks for your interest.
[00:17:27.230]Hi, my name is Yingying Wang.
[00:17:30.080]I'm currently an assistant professor
[00:17:32.650]at University of Nebraska-Lincoln
[00:17:36.380]at the Department of Special Education
[00:17:38.250]and Communication Disorders.
[00:17:40.300]And then I'm the director of Neuroimaging
[00:17:42.920]for Language, Literacy and Learning.
[00:17:45.910]So, here we are, here is the MRI simulator room.
[00:17:50.930]And there this is one of the system
[00:17:53.230]I use a lot for my one of the project
[00:17:56.140]is to study children who are learning
[00:18:00.020]to read and how actually the brain changes over time.
[00:18:05.010]And then especially not just in typical children,
[00:18:09.110]and then also in children who are deaf or hard of hearing.
[00:18:12.320]Why we need this simulator is because for younger children,
[00:18:15.880]especially for my interest group,
[00:18:18.480]they are younger than six years old.
[00:18:21.210]So for them to actually adapt to the environment
[00:18:23.990]and to know what the true MRI room
[00:18:26.270]will be and then what the noise
[00:18:27.790]is and then where the table is and also we make
[00:18:30.500]it a child friendly.
[00:18:31.550]We tell them this is a jungle,
[00:18:33.270]so they will be playing a game in the real MRI room.
[00:18:36.400]So give them a half an hour
[00:18:37.790]before the real session actually increasing the chance
[00:18:40.800]for them to be successful.
[00:18:42.600]My lab is trying to use state of the art
[00:18:46.730]neuroimaging techniques to understand the biological
[00:18:50.560]mechanism of certain behaviors.
[00:18:53.150]Or brain plasticity.
[00:18:56.980]Brain plasticity can be due to experience
[00:19:01.090]or maybe some insult to the brain,
[00:19:03.860]traumatic brain injury or stroke,
[00:19:05.800]causing the brain to change.
[00:19:07.930]What happen in the brain, the neural basis
[00:19:10.500]is what I really focus on in our lab.
[00:19:13.110]So currently we have two main project.
[00:19:15.620]One we call it BDR,
[00:19:17.770]which stands for brain development of reading.
[00:19:20.440]So we studied children.
[00:19:22.780]How their brain changes over the period
[00:19:25.610]when they learn to read.
[00:19:26.730]Another project we call it BACIC.
[00:19:29.090]So it is brain activation of cochlear implant candidates.
[00:19:33.730]So for those individuals,
[00:19:35.350]they are going to get a cochlear implant,
[00:19:37.680]and then we will ask them to come to our lab
[00:19:39.900]to get brain imaging data.
[00:19:42.270]And then also follow them longitudinally.
[00:19:44.680]The goal is we want to understand anything in the brain
[00:19:49.120]can that help us to predict their surgical outcomes,
[00:19:53.140]mostly focus on their speech
[00:19:54.770]perception ability after surgery.
[00:19:57.250]And then if you don't know about cochlear implant.
[00:20:00.390]It's a device you actually implant in your inner ear
[00:20:03.650]to help those individuals
[00:20:05.510]who has severe to profound hearing loss to regain
[00:20:08.770]the ability to hear.
[00:20:10.020]So this process is not like we get glasses
[00:20:12.960]and then you have the glasses you can see right away.
[00:20:15.940]Our brains have to adapt to this new device
[00:20:18.700]and to learn to establish new pathway
[00:20:22.590]to learn the new sensory because the cochlear implant
[00:20:25.710]only gave us a degraded sound signal.
[00:20:28.420]It's not the traditional sound we hear
[00:20:31.760]as a typical hearing person.
[00:20:33.730]So this is the actual MRI system
[00:20:36.340]and the 3 Tesla Siemens Skyra.
[00:20:39.560]And this is where actually, this is the machine
[00:20:42.770]my lab uses a lot to collect functional MRI data
[00:20:47.290]and located in Center for Brain, Biology and Behavior, CB3.
[00:20:52.150]So CB3 offers a unique opportunity for faculties
[00:20:57.450]across campus to collaborate
[00:20:59.710]with interdisciplinary projects.
[00:21:02.170]Here you are in the fNIRS lab.
[00:21:04.530]So fNIRS stands for functional near infrared spectroscopy.
[00:21:08.530]So if you look at here we have those light sensors
[00:21:11.690]and the red is the source and then the blue is the detector.
[00:21:15.030]And then what happens is when we actually showing
[00:21:18.120]a paradigm to the participants,
[00:21:20.110]their brain activity, were causing
[00:21:22.410]the deoxygenated hemoglobin and oxygenated hemoglobin content
[00:21:27.430]changes, and which can be detected by this light sources.
[00:21:31.400]So that's how we can detect the function of the brain.
[00:21:34.660]And then we use this one to study individuals
[00:21:37.320]with cochlear implant
[00:21:38.680]because when someone had a cochlear implant,
[00:21:41.500]they can't go into the MRI scan anymore.
[00:21:43.960]So this device is actually compatible
[00:21:46.720]with the cochlear implant users,
[00:21:48.860]and they're safer for them
[00:21:51.340]to get their brain imaging scan.

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Speech-Language Pathology Research Lab Virtual Tours

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