Shelves, cabinets and bins are stocked with a wide range of technology, tools and gadgets. A visitor to the center will see hundreds of products that range from specially designed kitchen equipment and gardening tools to computerized utensils, iPads and adaptive gaming consoles. There鈥檚 a robotic feeding device compatible with switches that enables users with physical disabilities to independently feed themselves and a Control Bionics wearable system that empowers a person with limited movement to use small muscle contractions to accomplish activities of daily living through electromyography (EMG).

There are also a wide range of traditional building tools and a set of 3D printers always at the ready for the faculty and students employed at the facility 鈥斅犅爐he Florida Alliance for Assistive Services and Technology (FAAST) Center 鈥� to modify and personalize 鈥渙ut of the box鈥� products to meet the specific needs of individual clients with their communication, recreation, transportation and activities of daily living.

This year is the 20th anniversary of the center, which has aided thousands of children, seniors and families by connecting them with assistive devices; trained caregivers and future clinicians; and served as a key partner in research initiatives designed to find long-term gains in the application of augmentative and alternative communication (AAC).

The聽FAAST聽Center is led by highly experienced speech-language pathologists and faculty researchers in the School of Communication Sciences and Disorders, all of whom are certified as Assistive Technology Professionals: Senior Associate Dean Jennifer Kent-Walsh, Associate Instructor聽Carolyn Buchanan 鈥�12惭础, Senior Instructor Nancy Harrington, and Instructor 笔耻苍补尘听Desormes 鈥�02.

Their shared聽goal: improve the quality of life for people with disabilities.

Connecting Clients with聽Assistive Technology

One of 12 Regional Demonstration Centers in Florida, the 麻豆原创 FAAST Center has an Assistive Technology Equipment Loan program that offers an easily accessible way for individuals with disabilities, their family members, service providers and other caregivers from Brevard, Orange, Seminole and Volusia counties to test different types of Assistive Technology (AT) at no cost. The program includes an interlibrary loan system that lends an average of more than 600 items a year and can tap into a statewide inventory of 6,500 AT devices. The center serves clients of all ages, helping people with cerebral palsy, acquired brain injuries, autism, Down syndrome and other conditions to increase their independence.

Most often, the FAAST Center loans AT devices that help with communication, cognition, recreation, and activities of daily living. Popular supports are communication-related items like tablets and mounts that help position equipment on a bed, chair or table, switches that make it possible to turn things on and off, and 3D-printed key guards 鈥� protective overlays for keyboards that have openings to help users with limited motor skills press keys.

Clients come to the center to test out AT devices for ongoing personal use, to acquire devices for particular events or activities, or to borrow a device to use while a primary device is pending repair or funding.

Strong relationships within the community have allowed the center to reach a large number of families. The Center connects with clients through community events and networking with healthcare providers, as well as partnerships with organizations such as the Down Syndrome Foundation of Florida, and Early Steps, a Florida Department of Health program that offers services for infants at-risk for developmental disabilities.

鈥淭he work of our center is driven by service to our community.” 鈥斅� Carolyn Buchanan 鈥�12惭础, associate instructor

鈥淭he work of our center is driven by service to our community. All our projects 鈥� whether through FAAST or the AAC Lab 鈥� are designed with input from people with disabilities, their families, and the providers that work with them,鈥� Buchanan says. 鈥淲hether it鈥檚 creating solutions to problems that have not yet been solved, or providing more robust treatment options, our collaborators inform everything we do. This creates a unique opportunity in our region for both our students and our community members.鈥�

Adapting Devices

The聽center has a聽Maker聽Space聽equipped with soldering irons, laminators, two 3D printers and more,聽to make everyday equipment accessible.

Recently, a parent of a child with fine motor impairments was searching for the types of handles most often found on cups for young children. As her child aged, the small cups were no longer appropriate, but they were unable to locate options with that style of water bottles used by older children. The Maker Space created prototypes and then custom fabricated modifications using 3D printers, ultimately leading to a solution both age appropriate and accessible.

Students serving with the Aphasia Family, a support group for people with the communication disorder, contacted FAAST when they were organizing a crocheting event for their members but were not sure how to make it accessible to those with challenges with dexterity and range of motion. A FAAST team member worked with them to fabricate a custom stand that enabled everyone to participate.

The center frequently uses switches to access toys, like musical instruments, dolls and toy vehicles.聽聽Switches enable a person with physical, cognitive or motor limitations to physically access and manipulate a device, whether that鈥檚 by physical touch, voice or blinking.

The center employs a doctoral student from the College of Engineering and Computer Science and often collaborates with the Society for Women Engineers and Engineering Without Borders to host events like adapt-a-thons.

鈥淚t鈥檚 about matching clients to the equipment, providing training, and enabling engagement in activities of their choice,鈥� Harrington says. 鈥淥ur focus is helping people reach their potential for participation, well-being, and health with the support of these devices.鈥�

Providing聽Caregiver Education and Training

The center is a hub not just for lending and modifying AT, but also for providing comprehensive training so products can be used efficiently and adjusted as needed. Over the last 10 years, more than 41,600 clients, caregivers and clinicians have received training at the center as well as at community events and on-site in places like schools, hospitals, rehabilitation centers and support groups.

Over the last 10 years, more than 41,600 clients, caregivers and clinicians have received training at the center, community events and on-site workshops.

There鈥檚 a strong relationship with hundreds of community clinicians 鈥� speech-language pathologists, special education teachers, occupational therapists, physical therapists and teachers of the visually impaired 鈥� all of whom benefit from the center鈥檚 resources and expertise.

The center is physically located adjacent to the Communications Disorders Clinic, the Aphasia House, and the Rehabilitation Innovation Center, which houses a Smart Apartment outfitted with technology used to demonstrate how a home can be adapted for safety and better navigation.

Inside the Smart Apartment, visitors can find rolling mounts, voice-activated appliances, and fall detection devices. The center supports multiple clients who have tested the Smart Apartment鈥檚 capabilities, along with eye and head tracking technology provided by the center, to explore new tools to make everyday living easier. The co-location of these specialized services is helpful for families and caregivers.

鈥淲e recognize that transportation for services can be challenging for this population, but we鈥檙e unique in the way that people can come to us for both clinical services and assistive technology,鈥� Harrington says.

Shaping the聽Future

Over the last two decades, faculty researchers in the center have secured more than $5.2 million for 18 projects tied to developing new assistive technology interventions.

Kent-Walsh is the principal investigator for an NIH-funded聽grant that will build upon her team鈥檚 two decades of work to provide clinicians with evidence-based assessment and intervention options to help children develop language skills through AAC technologies. The clinical trial underway explores how using these technologies, coupled with tailored speech language therapy, can help preschool children with communication challenges improve their expressive language skills.

Earlier this year,聽Buchanan and聽Assistant Professor Julie Feuerstein were awarded a $100,000 grant from the WITH Foundation聽.

The holographic library will improve training for students and healthcare professionals by providing cases of first-hand experiences from people who use augmentative and alternative communication who will share their preferences and priorities related to accessing high- quality healthcare.

In addition to this grant, Buchanan is also the principal investigator on another grant through the VentureWell Foundation that鈥檚 building new curricular and co-curricular opportunities focusing on healthcare technology innovation for students. Partnering with Associate Dean of Clinical Affairs Bari Hoffman 鈥�96听鈥�98MA聽and Clinical Associate Professor聽Jennifer Tucker 鈥�23笔丑顿聽in the Division of Physical Therapy, students are gaining new opportunities to learn from industry leaders and to聽participate聽in developing novel technological solutions to human-centered design challenges.

Preparing聽Tomorrow鈥檚聽Healthcare Providers

Graduate students聽studying聽communication sciences and disorders are exposed to the extensive library of AT and often tap into the center鈥檚 resources to support clients they are aiding in their clinical service, whether at the adjacent Communication Disorders Clinic or at sites in the community.

鈥淭his hands-on training provides students with critical knowledge and skills to serve as advocates and supports for clients in healthcare and educational settings across the country and well beyond.鈥澛� 鈥斅� Jennifer Kent-Walsh, CHPS Senior Associate Dean

A student working to become a speech-language pathologist may borrow an augmentative and alternative communication device, or a hearing or voice amplifier from the center鈥檚 inventory when working with a patient in a session. A student serving at the Aphasia House may check out a cognitive aid, like a medication reminder device. Students also learn to conduct comprehensive AAC and AT assessments and treatment plans under the supervision of licensed speech-language pathologists.

鈥淭he center has a far-reaching ripple effect in preparing the next generation of clinicians caring for clients with disabilities and a wide range of assistive technology needs,鈥� Kent-Walsh says. 鈥淧ower is not only in teaching the students to use the equipment, but in providing them with direct service-delivery experience. This hands-on training provides students with critical knowledge and skills to serve as advocates and supports for clients in healthcare and educational settings across the country and well beyond.鈥�

The inductees and their respective academies are: Interim Dean Matthew Theriot (Social Work), Associate Dean of Research Jennifer Kent-Walsh (Speech-Language Pathology), Department of Health Sciences Chair Gail Kauwell (Nutrition and Dietetics), Director for the School of Communication Sciences and Disorders Ann Eddins (Audiology), Associate Professor Nicole Dawson (Physical Therapy), Clinical Associate Professor Carey Rothschild (Physical Therapy) and Assistant Professor Susanny Beltran (Social Work). The honors were bestowed at an awards ceremony in Washington, D.C., on March 15.

Prior to his appointment as interim dean, Theriot served as the director of the School of Social Work where he implemented a professional and community education program, grew interprofessional research opportunities, and elevated the school鈥檚 graduate rankings. As the interim dean, he provides leadership to the School of Communication Sciences and Disorders, the Department of Health Sciences, the School of Kinesiology and Rehabilitation Sciences, and the School of Social Work. Theriot鈥檚 career includes more than two decades of higher education teaching and research coupled with years of executive leadership roles centered around implementing strategic initiatives. He previously worked as a school social worker, mobile crisis counselor and child welfare worker. Theriot is active in professional service on a national level, chairing the Council on Social Work Education鈥檚 Commission on Membership and Professional Development.

Kent-Walsh is a Pegasus Professor and the associate dean of research and faculty excellence within CHPS, the director of the Florida Alliance for Assistive Services and Technology Center and leads the Assistive Technology Center Lab. Kent-Walsh has earned more than two dozen awards and accolades for excellence in teaching, service, research and innovation during her more than 20-year career in higher education and has worked extensively in interdisciplinary teaching and clinical roles. A highly accomplished researcher, she has secured millions in funding to further her research which focuses on aided language development and augmentative and alternative communication, has presented her work extensively nationally and internationally, and has led a variety of initiatives in the college to advance interdisciplinary research and practice.

An experienced educator, researcher and registered dietician nutritionist with more than four decades of experience in academia focused on nutrition and dietetics education and practice, Kauwell has served as Professor and Chair of the Department of Health Sciences for the last six years. Her mentoring skills and passion for educating future healthcare professionals have been recognized with multiple awards for teaching and mentoring excellence. Her research record, which focuses on folate and vitamin B12, has been published in top-ranked journals with findings translated into materials for healthcare professionals and consumers. Kauwell most recently spearheaded the development of the department鈥檚 first graduate program, the master鈥檚 in health promotion and behavioral sciences.

Eddins, a professor and the director of the School of Communication Sciences and Disorders, has more than 30 years of academic and leadership experience in the field. She is a clinical audiologist and classically trained neuroscientist who has centered her clinical and research interests on neural encoding, neural plasticity aging and rehabilitative intervention 鈥� working to better understand the neural bases of auditory perception in normal-hearing and hearing-impaired individuals. Her research has been continuously funded by the NIH, NSF, private industry and foundations. Eddins is also a leader on a national level, serving as past President of the Council of Academic Programs in Communication Sciences & Disorders and on the Board of Directors and journal editor for the American Speech-Language-Hearing Association.

Dawson has been involved with interprofessional education, practice and research throughout her 22-year career. An associate professor in the Division of Physical Therapy and director of the Aging and Longevity Initiatives for Vitality & Enrichment Lab, Dawson鈥檚 clinical work and research has centered around healthy aging and improving the quality of life for seniors. She is a Board Certified Geriatric Physical Therapist Emeritus who has been recognized by both the Academy of Geriatric Physical Therapy and the American Physical Therapy Association for her outstanding work as an educator. She holds an appointment with 麻豆原创鈥檚 Faculty Cluster Initiative in Disability, Aging and Technology, an interdisciplinary collaboration that explores innovations to better support aging populations.

A clinical associate professor in the Division of Physical Therapy, Rothschild is a board-certified clinical specialist in sports physical therapy and orthopedic physical therapy, a certified strength and conditioning specialist and a Menopause Society certified practitioner. Her areas of interest are determining best practices for the assessment and treatment of persistent pain to improve the health of patients. Rothschild has more than 25 years of clinical practice experience, collaborating with interprofessional and intraprofessional teams to deliver cost-effective, collaborative and patient-centered care to those with chronic pain. She has been recognized nationally for her teaching excellence, and recently helped lead the implementation of a new Women鈥檚 Health Physical Therapy Residency program in conjunction with Orlando Health. She also serves as editor in chief of the prominent publication Orthopaedic Physical Therapy Practice.

Beltran, an assistant professor in the School of Social Work and a co-director of the Center for Behavioral Health Research and Training is committed to fostering interdisciplinary education and research in social change and development. Her expertise is in gerontological social work and her research concentrates on end-of-life care, advance care planning and challenges that may come with working in hospice and nursing home settings. Beltran aims to enhance collaborative practice in the care of older adults and improve access and navigation of end-of-life care for older adults while preparing social workers for effective practice in interdisciplinary settings.

The NAP Academies also include dentistry, nursing, occupational therapy, optometry, pharmacy, podiatric medicine, psychology, respiratory care and veterinary medicine.

These faculty members join four CHPS faculty previously inducted into the NAP. In 2023, 听补苍诲听, and in 2024, Clinical Associate Professors Laurie Neely and Jennifer Tucker 鈥�23 were inducted in physical therapy.

Supported by a five-year, $1.25 million personnel preparation award from the ED, Project ASD 7 aims to increase the number of fully credentialed special education teachers and speech-language pathologists in the workforce. The and the 鈥� both housed within the College of Community Innovation and Education 鈥� is partnering with the 麻豆原创 in the to facilitate preparing scholars to do just that.

鈥淭his project is a collaborative grant that continues the work of Project ASD 6,鈥� says , associate director of the TJEEI and principal investigator for the project. 鈥淲ith this new funding, 46 scholars will be supported as they complete their master鈥檚 degrees in either exceptional student education or while working together to earn the graduate certificate in ASD.鈥�

The graduate certificate in ASD consists of four courses that constitute the requirements for endorsement by the state of Florida. By incorporating these requirements into both degree programs, Project ASD 7 ensures students in both disciplines receive state endorsement.

Since January 2004, various iterations of Project ASD have addressed the critical need for special educators who serve school-age children identified with intellectual disabilities and emotional disorders. The program provides funding for up to 36 credit hours and has seen over 600 graduates to date.

Qualified special education personnel are in high demand. The Florida Department of Education ranked autism second on its list of teacher certification shortage areas for the 2022-23 school year. A 2024 USDoE report shows 49 of 50 states reporting insufficient numbers of special education teachers and speech-language pathologists. Additionally, according to the Bureau of Labor Statistics, the national employment rate for speech-language pathologists is projected to grow 19% from 2022 to 2032 鈥� much faster than average.

, associate professor in the School of Communication Sciences and Disorders and co-principal investigator of the project, reiterates the need for trained and credentialed specialists. She says this latest version of Project ASD is especially exciting due to its focus on increasing the number of specialists.

The central benefit of the program is its interdisciplinary structure. With a strong focus on collaboration, the project prepares scholars to work with professionals in different areas of specialization. Schaffer says this approach not only reflects the daily reality in the field but also has a positive effect on individuals with ASD.

鈥淏y building interdisciplinary collaboration, we develop strong skillsets so that teams who support people with ASD can work together more effectively,鈥� Schaffer says. 鈥淎 team consists of multiple professionals providing a variety of services 鈥� this might include a psychologist, a speech-language pathologist, a behavior analyst and an educator. Working together with a common goal for a child is the best way to set that child up for success.鈥�

Towson adds that interprofessional education and practice is essential to working as a special education teacher or speech-language pathologist.

鈥淧roject ASD gives our students the opportunity to learn with and from each other to provide better outcomes for the children and families they will serve in the future,鈥� Towson says.

, assistant professor in the School of Teacher Education, joins Schaffer and Towson as a new co-principal investigator for the project. Park, an expert in training special education teachers, says she is thrilled to collaborate with colleagues in a variety of fields to prepare educators to support students with ASD.

鈥淧roject ASD 7 will provide teachers and speech-language pathologists with rigorous, evidence-based instructional practices that will be more accessible for students. Our hope is that by increasing the quality of training for teachers and speech pathologists, we will empower students with ASD to realize their full potential,鈥� Park says.

The project offers a wealth of valuable advantages. Enrolled students are eligible to receive a scholarship of $250 per course. They may also attend state and national conferences and complete internships with 麻豆原创-affiliated schools, organizations and educational agencies in the Central Florida region. To help scholars integrate coursework and field experiences, the program uniquely incorporates the use of mentor demonstration sites via live seminars, synchronous and asynchronous online presentations, and video streaming.

In addition to these short-term benefits, Park and the other members of the project also foresee long-term benefits to local educational communities, as program participants take their new knowledge and share it with fellow special educators and the families of students with disabilities to promote a more inclusive learning environment.

Many students and graduates consider Project ASD instrumental in shaping their career path. Kyra Liebertz, a current scholar, says her drive to become an effective and knowledgeable speech-language pathologist motivated her to apply.

鈥淭he opportunity to specialize in autism studies aligned perfectly with my professional goals,鈥� Liebertz says. 鈥淭hrough coursework and hands-on experiences, I鈥檝e developed skills in assessment, intervention planning and collaboration with multidisciplinary teams. Joining Project ASD has inspired me to pursue a career in high-needs schools.鈥�

Going forward, Schaffer is confident Project ASD will continue to meet the needs of the workforce and provide scholars with the optimal training necessary to excel in their careers.

Those wanting to learn more about Project ASD and how to get involved should reach out to projectasd@ucf.edu.

The irony is obvious. Awan is a speech scientist. Through research, he helps speech pathologists improve clinical services for people with speech disorders. His momentary vocal discomfort creates an opening to discuss 鈥� and simplify 鈥� his most recent groundbreaking work.

鈥淏eing hoarse isn鈥檛 necessarily a problem unless it persists for more than two weeks,鈥� Awan says. 鈥淲hen it disrupts daily life beyond an irritation, medical referral and potential speech pathology services come into play. The goal of my research is to help speech pathologists more easily determine the 鈥榳hy鈥� regarding voice disorders.鈥�

With his current research, Awan and his team can literally hear the future of speech pathology. They can see the future, too. In fact, Awan can hold it in the palm of his hand. For more than 30 years, the research professor in 麻豆原创鈥檚 School of Communication Sciences and Disorders has focused his lifelong interest in acoustics and his expertise in voice evaluation to find the root causes of communication disorders that affect as many as one in ten people in the U.S. One of the unsolved problems in voice-disorder assessments enticed him out of retirement so he could pursue a simple solution, this time with a $3.12 million dollar grant funded by the National Institute on Deafness and Other Communication Disorders and a team of six interdisciplinary researchers from three universities.

Today, Awan and his team believe they have an answer: a whistle. Not a cumbersome costly machine, but a vortex whistle small enough to fit into a shirt pocket. In its final form, it will be biodegradable, disposable, and affordable. It will have no moving parts and doesn鈥檛 need to be powered. Awan envisions the whistles being as readily available as a bag of dental-floss picks. Accompanying software that captures and analyzes the vortex whistle tone completes the system.

He also sees them changing lives, soon.

鈥淥ur version of the vortex whistle addresses a widely known deficit that speech pathologists deal with in terms of accurately assessing voice-disordered patients,鈥� Awan says.

To uncomplicate the picture, he compares the evaluation of voice to the evaluation of vision. 鈥淚magine if your optometrist said, 鈥榃e really should do one other test to make sure we鈥檙e on the right track with your prescription 鈥� but we don鈥檛 have the equipment because it鈥檚 too expensive.鈥� That鈥檚 the scenario what we want to change in speech pathology.鈥�

Voice production, Awan says, combines the physical laryngeal component (the 鈥渧oice box鈥�) with respiratory airflow. To properly assess and treat patients with voice disorders, four key areas need to be measured:

1. Perceptual analysis. 鈥淭he therapist listens to the patient, describes the voice and categorizes it. This requires training but no additional instrumentation.鈥�
2. Visual analysis. 鈥淚mages of vocal folds, often referred to as 鈥榲ocal cords鈥�, are obtained by a laryngologist or an associated professional under the supervision of a laryngologist).鈥�
3. Acoustic analysis. 鈥淭he acoustic signal is recorded and analyzed for measurements related to a potential voice difference and the severity of the problem. Almost all speech/voice clinicians have access to a computer, microphone and analysis software capable of doing this type of measurement.鈥�

And that leads to number four, the critical link that鈥檚 usually missing.

鈥淎erodynamics,鈥� Awan says. 鈥淲hen you produce voice, the vocal folds vibrate because of air coming up from the lungs. The voice is dependent on the respiratory system鈥檚 capacity and ability to generate air flow and pressure. If there鈥檚 a deficit in producing or controlling respiratory forces, the voice is often affected. There could be an underlying neurological problem, or a medical issue like asthma or COPD that may require medical treatment or voice therapy. Until now, the respiratory element in speech has been overlooked because there鈥檚 been no low-cost, accurate, available method to measure aerodynamics. This vortex whistle, with easy-to-use software, will make it possible in a day-to-day clear-cut fashion.鈥�

Awan talks about how this project came about.

鈥淭his all started at a voice disorder conference,鈥� he says. 鈥淧eople were discussing the fact there were no low-cost tools to measure aerodynamics as it relates to voice. In my mind, I knew there must be something out there that could be reimagined.鈥�

Awan, the speech scientist who once thought following his graduate work in the U.S. that he might return to his childhood home in London, Ontario, Canada, to pursue a career in music, used his knowledge in acoustics to consider a few ideas. A flute? A referee鈥檚 whistle?

鈥淣either of them produces a sound specifically related to the amount of air flow going into them,鈥� Awan says. 鈥淭hen I became aware of the vortex whistle. It has no moving parts. Air enters the cylinder, which forces the air to spiral and exert pressure against the walls of the cylinder before exiting. This creates a signal that has a pitch and frequency that are directly proportional to the amount of air flowing into the whistle. That鈥檚 the principle.鈥�

The frequency of the vortex whistle sound wave can then be converted to measurements of airflow and volume.

The vortex whistle鈥檚 potential is why Awan took up his friend and colleague, 麻豆原创 Professor David Eddins, on an offer to unretire, form a team, and work toward applying the science. The NIDCD-funded grant has accelerated the progress. At Purdue, his son, Jordan Awan, leads data analysis while aerodynamics engineer Jun Chen works on modifications of the whistle for specific tasks. At Emory University, Amanda Gillespie conducts studies with voice disordered human subjects. And at 麻豆原创, Awan, Eddins and Assistant Professor Victoria McKenna have access to lab space built to spec in the Communication Technologies Research Center in the 麻豆原创 Innovative Center 鈥� sound-treated booths, an anechoic chamber and a reception area for subjects participating in tests. In the same building are a speech and hearing clinic and capabilities for 3D printing and simulation.

鈥淔or the vortex whistle to be ready for use, its construction has to be very precise,鈥� Awan says. 鈥淚t also requires software development to accurately capture and analyze a somewhat difficult soundwave. We鈥檙e getting close.鈥�

The Journal of Voice has already published the study from Awan鈥檚 team as an award-winning cover story. Since then, various versions of the whistle have been computer-modeled and 3D printed. The modifications are being tested in the first of three large-scale human subject studies. The second study, in 2025, will look at subjects from 5 to 90 years old to see how well the vortex whistle works to document potential changes in measurements of respiratory volume and airflow during voice production across the lifespan. And the final study will utilize the vortex whistle as a treatment-outcome measure before and after medical procedures for vocal-fold paralysis.

From there, the application could be far-reaching.

鈥淢y hope with the vortex whistle,鈥� Awan says, 鈥渋s that we start with speech and voice-disordered patients, and then identify its usefulness in other areas of medicine and associated areas such as exercise science and sports physiology. By making it affordable and accessible, there鈥檚 no limit to how many people can ultimately benefit from it.鈥�

鈥淏oth the scientific findings and, more importantly, the feedback from the families of children using AAC and their service-providers, have shown us the incredible power assistive technology can hold for children with significant speech impairments when combined with customized language therapy,鈥� says Jennifer Kent-Walsh, founder of 麻豆原创鈥檚 Assistive Technology Center and a Pegasus Professor in the College of Health Professions and Sciences. 鈥淭his new round of NIH funding means we can expand our work to provide clinicians with more evidence-based assessment and intervention options to help children develop language skills through use of AAC technologies.鈥�

The NIH can clearly see from data that children with significant speech impairments and genetic conditions like Down syndrome and cerebral palsy are communicating at higher levels. They can also look at the flurry of activity and engagement among the children, families, service providers, 麻豆原创 students, community clinicians, caregivers and researchers at the center. Thousands of people have come for workshops, individualized training and therapy, and to borrow assistive technologies to help those struggling with language development, communication and a wide range of other needs.

鈥淲e are fortunate to have had support at 麻豆原创 to align the critical stakeholder groups required to simultaneously advance science and practice 鈥� community, clinical, academic, research, industry, and the next generation of speech-language pathologists and related service-providers,鈥� Kent-Walsh says. 鈥淭wo key aspects of the study this new funding will support relate to the critical need to design interventions that are implementable in real-life contexts for clinicians and accessible to as many children as possible for sustained periods of time in community settings.鈥�

Kent-Walsh argues that engineering great technologies and even designing effective interventions can still miss the mark of meaningful scientific advancement in healthcare without implementation. This new funding will allow Kent-Walsh鈥檚 team to focus on validating interventions that are designed with and for clinicians supporting children using assistive technology to communicate. 聽The fact that the NIH is funding this work is a sign of the significant and practical progress that鈥檚 been two decades in the making.

Kent-Walsh is the cornerstone of this classic from-the-ground-up story. She came to 麻豆原创 as an assistant professor of communication sciences and disorders in 2003. As a teacher and speech-language pathologist in Canada and England, she had witnessed first-hand the life setbacks that speech and language disorders can cause for children. At 麻豆原创, she would have the freedom to explore meaningful solutions, including technology-based ideas, to address these challenges. 鈥淭he university always had an openness for innovation 鈥� particularly in areas relating to engineering and technology,鈥� she says. 鈥淔or me, it was exciting to have the opportunity to develop a program of assistive technology research in an environment already primed for technology development and with an emerging focus on health and wellness.鈥�

鈥淐ommunication is a basic human right which can, and must, be supported for all.鈥�

During her time at 麻豆原创, Kent-Walsh has secured millions of dollars in funding from local, state and federal sources to expand research and optimize assistive technology service-delivery. In 2023, after being named a Pegasus Professor, Kent-Walsh saw a banner hung in her honor with the words that have driven her from day one:

鈥淐ommunication is a basic human right which can, and must, be supported for all,鈥� Kent-Walsh says.

When any of this is brought up 鈥� the research, the scientific findings and the successes 鈥� Kent-Walsh shifts the focus to the power of people working together.

鈥淲e have been able to learn and accomplish as much as we have to this point through true team science,鈥� she says.

Cathy Binger at the University of New Mexico (UNM) has been Kent-Walsh鈥檚 primary research collaborator for the past two decades and she serves as the other principal investigator for this new grant. Their decades long partnership has afforded invaluable cross-institutional learning and funded training experiences for both 麻豆原创 and UNM students through clinical trial investigations like this one. Professor John Heilman, from the University of Wisconsin-Milwaukee, recently joined the research team as a language measurement expert. Other key team members include Professor Debbie Hahs-Vaughn from 麻豆原创鈥檚 College of Community Innovation and Education, who serves as biostatistician for the project, and associate clinical instructor Nancy Harrington who serves as project director for this multi-site clinical trial investigation. 聽And then there is the project team 鈥� with additional clinical and academic connections for the project facilitated by the broader village of collaborators in the FAAST Center and AAC Lab, including associate clinical instructor Carolyn Buchanan and clinical instructor Punam Desormes.

鈥淲hen we involve students and our community at large, the network of advocates expands to ensure that any child can gain access to assistive technology services,鈥� Kent-Walsh says. 鈥淭hey know, and NIH knows, that there is a growing body of findings indicating that the use of AAC technologies, combined with tailored language intervention, is where the magic happens.鈥�

The team鈥檚 overall goal is to reach as many children as possible in as many healthcare settings as possible, and ultimately, to improve lives.

With the help of a $570,000 grant from the National Institutes of Health, College of Health Professions and Sciences researcher and Assistant Professor of Communication Sciences and Disorders Lauren Bislick is exploring alternative, cost-effective practice opportunities to help people with post-stroke AOS continue speech rehabilitation beyond treatment usually available in an outpatient, clinical setting.

Those who experience post-stroke AOS traditionally receive one-on-one speech therapy in an in-person session, often two days a week for 50 minutes, to help them regain or improve verbal expression. Research shows stroke survivors with AOS respond positively to this protocol, but an extensive amount of practice is needed to drive lasting change.

However, intensive or ongoing speech therapy isn鈥檛 always feasible due to financial, time and insurance restraints. Burdens like the cost of services, travel time to and from clinics, and limited insurance-covered sessions make it difficult for those affected by post-stroke AOS to continue long-term speech therapy. As a result, many people discontinue care and fall short of their communication goals.

鈥淩ecovery for patients following a stroke is not like healing a broken arm or leg,鈥� Bislick says. 鈥淒ifferent types of therapies are often necessary, and recovery timeframes can be extensive and continue well beyond what insurance allows.鈥�

To address this problem, Bislick and her team will develop and assess a home practice protocol that utilizes motor imagery practices called Motor Imagery for Treatment Enhancement and Efficacy, or MI-TEE. 鈥淲hen I started combing through the literature, I realized there鈥檚 a lot of evidence for motor imagery support in training athletes and the rehabilitation of limb-related injuries, but almost nothing has been done in speech rehabilitation,鈥� Bislick says. MI-TEE will serve as an accessible and practical tool that can accompany traditional speech therapy for stroke survivors and others by providing them the tools to further practice their speech skills outside the clinic through an at-home program.

The treatment, individually curated for each patient, will present sounds and images of target words, prompting the patient to imagine speaking each word in their mind. In previous studies, motor imagery practice has shown to help rehabilitation by engaging neural networks that support motor execution 鈥� including those involved in speech 鈥� priming the brain for the physical act.

The grant will fund the rehabilitation of 18 patients participating in the 8 陆-week program. Nine of these patients will receive a combination of traditional speech therapy, comprising of three weekly 50-minute sessions and MI-TEE for 8 陆 weeks. The remaining nine patients will receive traditional speech therapy for the first five weeks, followed by a combination of traditional speech therapy and MI-TEE for the last 3 陆 weeks.

The research is scheduled to begin Spring 2024.

鈥淭he goal of this research is to produce a low-cost, evidence-based speech rehabilitation tool that can bolster treatment in between sessions and beyond and be used by a large portion of the AOS-affected population,鈥� Bislick says. 鈥淲e want to create something that speech language pathologists in the field are comfortable using, and we want to give people the ability to continue therapy regardless of insurance, time or financial restrictions.鈥�

Bislick鈥檚 grant provides funding for three years from the NIH鈥檚 National Institute on Deafness and Other Communication Disorders. She is collaborating with Professors Debbie Hahs-Vaugh and Audra Skukauskaite in the College of Community Innovation and Education.

Bislick is the director of the Aphasia and Related Conditions Research Lab and the Aphasia House, a program that delivers multi-week intensive therapy for those affected by aphasia. She is a certified speech language pathologist and brain injury specialist. Bislick was also recently named as the for her research and service contributions focused on enhancing the quality of life for people with aphasia.

It鈥檚 graduation day. But not for the students.

It鈥檚 a commencement ceremony for their patients. In this case, four adults with aphasia 鈥� a communication disorder that can occur suddenly following a stroke or head injury but may also develop slowly from a brain tumor or a progressive neurological disease. June is Aphasia Awareness Month.

One of these four patients is Kyle Burke, a constantly smiling 25-year-old who seemingly knows everyone in the room.

He arrives at the ceremony in an orange Clemson University T-shirt. In May 2020, he was enrolled as a student and celebrating the completion of final exams and making the dean鈥檚 list when the pandemic brought him back home. It was there that a skateboarding accident would leave him with a traumatic brain injury and an inability to speak, write or understand language.

His family found the 鈥� one of just a few of its kind in the country and known for its intensive and highly-personalized treatment.

鈥淜yle鈥檚 a young guy and I just thought, ‘what a perfect environment,’ 鈥� . 鈥淭his is what he needs. He needs to be out with a bunch of people in a college environment. And he was excited.鈥�

In October of 2021, Burke began his first delivery of the six-week program at 麻豆原创.

On April 21, 2023, he鈥檚 completed the program for what marks his eighth and final time.

Thriving Through Therapy

鈥淜yle came to us with severe expressive and receptive language deficits making understanding what people said to him in speech and in writing severely impaired, as well as being severely impaired in his ability to express himself,鈥� says Angela Ziegler, an instructor in communication sciences and disorders and licensed clinical aphasia educator. 鈥淗e initially didn鈥檛 know many of the errors he made while trying to communicate because he couldn鈥檛 hear his own errors.鈥�

Burke鈥檚 treatment plan called for working on expressive and receptive language, making sure he could accurately understand what people say to him and easily formulate into words what he wants to say to others. His program consisted of individual therapy administered four hours a day, four days a week for six weeks. His therapists: a team of trained student clinicians 鈥攁spiring speech language pathologists, operating under the close supervision of a faculty clinician and themselves approaching graduation from 麻豆原创.

Communication sciences and disorders graduate student Nathalie Espinal 鈥�21 served as Burke鈥檚 clinician in the summer of 2022 and then again in the fall. She focused heavily on conversation-based therapy treatments.

鈥淥riginally, he didn鈥檛 know any of his clinicians鈥� names,鈥� Espinal says. 鈥淗e would recognize us, of course, and we had a relationship, but he had trouble with that recall. By the second semester, he knew all the names and was able to get our attention and engage in more verbal conversation.鈥�

By design, therapy was conducted in settings Burke would expect to be in naturally, like cooking, playing games and socializing with peers. Espinal coached Burke in Response Elaboration Training, or RET, a therapy technique that allows a patient to make a simple statement, and with a therapist鈥檚 assistance, expand on the original statement into something much richer and deeper.

鈥淲e did a lot of therapy in open areas interacting with other people,鈥� Espinal says. 鈥淗e would have a conversation and say a few words that were maybe not grammatically correct, but we would build on that sentence and add more details to it.鈥�

Progress was steady, says Espinal, who personally worked with Burke up to seven hours a week over a 12-week period and drew from common interests in therapy sessions.聽 Conversations covered movies, music and pop culture. Espinal also helped Burke improve his ability to use his phone to communicate with his friends.

鈥淚nitially, I worked with him on some ways to help him with texting some friends,鈥� says Espinal. 鈥淗e was using Snapchat a lot. We worked on spelling for texts and building his vocabulary on certain topics and areas of interest.鈥�

鈥淚t genuinely felt like it was becoming a friendship,鈥� Espinal says. 鈥淗e was so adamant about working. He would ask about my life and my family, and we definitely bonded a lot.鈥�

A Graduation Speech

The tradition at Aphasia House graduation is for the students to make speeches, sharing reflections on the progress of their clients and personal words of hope and encouragement.

On his graduation day, Burke also made a speech. He is the only one in his cohort of four to do so.

Since arriving, he has changed out of his Clemson T-shirt into a black polo shirt 鈥� the same one worn by student clinicians. It鈥檚 a graduation gift and a souvenir of his time at the Aphasia House.

His parents look on. The room is silent.

鈥淗i, I am Kyle. I have a brain injury. And I鈥檓鈥�.I鈥檓鈥�.phasia. I went to Clemson University, and I am from Greer, South Carolina.鈥�

His speech is slow and deliberate. He uses his finger as a guide along the words of the paper.

鈥淚 love that Clemson won a bunch of football ACC championships.鈥�

The room erupts in laughter.

He goes on to discuss his time at the Aphasia House. At times pausing. Sometimes reversing words. But the communication is clear.

鈥淚n the hospital, I cannot really speak or understand anything. Now I am鈥an talk and understanding the news, sports and TVs. I can read and understand song lyrics.鈥�

鈥淭he students and I play mini basketball together. Watching movies鈥eading鈥alking and listening to songs is fun. Also, we had community outings such as bowling.鈥�

He carefully acknowledges his parents, the students, their supervisors and 鈥� ever playful 鈥� his dog.

鈥淭hank you for everyone helped me.鈥�

Burke鈥檚 graduation speech is four minutes long.

Moving Forward

Research has shown that people with aphasia have higher rates of recovery when therapy is intensive, and at the Aphasia House, therapy spaces are designed to evoke a sense of home and belonging. The rooms are themed to help remind patients of favorite things: a garden room, a music room, a game room, and a garage room. Patients, students and faculty gather together in a working kitchen and a cozy living room.

鈥淥ur personal hope for Kyle is that he finds his way in this world that allows him to live well following a TBI and aphasia in whatever manner 鈥榣iving well鈥� feels for him,鈥� Ziegler says.

Burke has set his sights on one day returning to school and driving a car.

鈥淚 want him to feel independent and successful,鈥� Espinal says. 鈥淚t鈥檚 so clear that he鈥檚 willing to put in so much work to get there. It鈥檚 only a matter of time before that ends up happening for him.鈥�

The iREAD program, within , is a four-week course that addresses phonological and phonemic awareness, spelling, reading fluency and comprehension, written expression, and oral language skills.

An Annie E. Casey Foundation study found an inability to read by third grade is a strong predictor of high school dropout rates. In Orange County Public Schools, 46% of聽third graders are not reading proficiently; 37% in Seminole and 55% in Osceola counties. Research shows these numbers are highest for students of low socioeconomic backgrounds.

The iREAD program successfully addresses these deficits through hands-on multisensory activities, direct instruction based on clinically based methods and weekly progress monitoring. Participants in the first two years of the iRead program demonstrated gains in reading comprehension and spelling ability.

Orlando Magic Youth Foundation鈥檚 support will allow the iREAD program to expand, increasing the number of participants for Summer 2023 from 26 to 51.

The program will move to the 麻豆原创 Downtown campus in Orlando鈥檚 urban core, blocks from the heart of the Holden/Parramore neighborhood. In this neighborhood, the 2022 Florida Standards Assessment (FSA) test showed that 78% of third-grade students are not able to read proficiently 鈥� significantly higher than the local averages for the public schools in Orange, Seminole and Osceola counties.

The Orlando Magic Youth Foundation’s investment in the iREAD program has the potential to change the futures of students and help improve high school graduation rates.

The iREAD program is supported by 35 graduate student clinicians from education and communication sciences and disorders programs at 麻豆原创 who will help deliver services alongside faculty members as part of their graduate program. At least half of these students are expected to work in local schools after graduation, where they’ll continue to create a positive impact on the learning and future academic success of children in the community.

Autism spectrum disorder affects about one in 36 children nationally, according to 聽the Centers for Disease Control and Prevention

She was starting the 15-week , run by Associate Professor Jeanette Garcia of the . The program isn鈥檛 an ordinary judo lesson; it is specifically for children and adolescents with autism spectrum disorder (ASD) and their families. Garcia and her team of 20 undergraduate health sciences students research how movement interventions like judo can help improve physical activity, sleep quality, social skills, self-confidence and academic performance in kids with ASD, which affects about one in 36 children nationally, according to a new report released from the Centers for Disease Control and Prevention (CDC) just ahead of Autism Awareness Month, which occurs in April.

According to the CDC, autism is a developmental disorder that can result in a variety of symptoms, such as challenges with social communication and interaction skills, leading to impaired speech and language development. Some with ASD also may have sensory issues. For this young girl, judo brought her out of her shell.

鈥淓ven after the program, she continued to take lessons and earned a yellow belt. She ended up coming back to present with me at a conference about the benefits of judo,鈥� Garcia says. 鈥淪he had no issues demonstrating judo at the conference, and even went on to take the lead in her school play.鈥�

Garcia鈥檚 research is showing that kids with ASD enjoy structured formats, like judo and martial arts. Structure can help ease social anxiety, which often affects this population.

鈥淧rior research [on interventions for kids with ASD] didn鈥檛 examine whether kids enjoyed the program,鈥� Garcia says. 鈥淭hat鈥檚 important to me because if they like it, it鈥檒l be sustainable.鈥�

The research is looking at benefits to parents of children with ASD, too, including changes in their sleep quality and stress levels, says Garcia. Family members often participate with their kids in the judo lessons.

The 麻豆原创 Judo Program is in its fourth semester thanks to grant funding and continuous interest from the community. It is just one of many ways the university supports the ASD community through resources and research.

Thanks to state legislative funding, individuals with ASD, their families and educators in the seven Central Florida counties surrounding 麻豆原创 have access to a vast array of resources. Beginning in 1999, the 麻豆原创 , located in Central Florida Research Park, hosts family education seminars, assists parents in the educational planning of their child, offers communication-development programs for toddlers and preschoolers, trains teachers in best practices to educate ASD students and much more.

鈥淲e serve the entire lifespan from the time a person is diagnosed with ASD,鈥� says Teresa Daly, director of CARD.

More than 20,200 families are registered with CARD, which brings its services to the community in schools, scout troop meetings, daycares, community agencies and others.

More than 20,200 families are registered with CARD, which brings its services to the community in schools, scout troop meetings, daycares, community agencies and others.

鈥淐ARD is not a place where you bring people for services,鈥� Daly says. 鈥淲e go out into the community to provide our services in the natural environment each case calls for.鈥�

Routinely, CARD develops new programs to serve the ASD community in all stages of life. Programs help young children with reading, math, behavior and social skills; teens with learning how to drive; and adults with living independently, attending college, and even in meeting others in the local ASD community with game nights and dinner outings.

Daly says CARD is expanding its capabilities to serve the growing Hispanic population in Central Florida, with four bilingual clinicians already on staff.

An additional perk families receive from CARD is they are first in line to participate in numerous research programs at the university that call for participation from those with ASD. Daly stays in close contact with 麻豆原创 researchers from the College of Health Professions and Sciences, the , and the to help them recruit participants for their studies. Garcia鈥檚 judo program is one of them.

Another study is , a summer program for kids with ASD who have a reading skill level from pre-kindergarten to third grade. Led by Carrie Loughran 鈥�99 鈥�08MA, an instructor in and graduate from the communication sciences and disorders program, and Nancy McIntyre, assistant professor of communication sciences and disorders, Camp iREAD examines how hands-on, interactive activities while reading improves comprehension.

鈥淲e鈥檙e hoping our program shows that when you make content from a book real and something you can physically engage with, it becomes meaningful and you can better comprehend the concepts you鈥檙e reading,鈥� Loughran says.

In just its second iteration, Camp iREAD will take place this summer along with an additional pilot program that can bring Camp iREAD to the next level. Using the College of Health Professions and Science鈥檚 new Blended Learning Interactive Simulation Suite (BLISS), a mixed reality space with 270-degree, floor-to-ceiling touchscreen walls, children will be immersed in virtual books, allowing them to interact with the words, characters and pictures, and giving them new means to engage with and comprehend what they are reading.

Loughran and McIntyre will study how immersive technology, such as what鈥檚 at BLISS, improves reading comprehension in children with ASD, and graduate students鈥� readiness to educate this population of students.

Similarly, McIntyre is analyzing data to understand how a bout of physical activity may enhance reading comprehension in children with ASD. Thanks to an internal grant, Garcia and McIntyre observed that 45 minutes of judo prior to reading may improve focus and attention during the reading lesson. They are in early stages of analyzing their results, and if found to be successful, they intend to seek a larger grant to continue studying the connection between physical activity and reading in ASD children, says Garcia.

Physical activity and learning are strongly linked in the ASD community, researchers are finding, and the and are expanding that understanding, too.

Popular toys and even books for children often are designed for neurotypical, able-bodied kids, leaving out those with different abilities. Thanks to the ECAP Lab and Go Baby Go! kids of all abilities have a chance to play and, as a result, learn.

Go Baby Go! for instance modifies ride-on toy cars for toddlers, giving those with limited mobility new means to play and interact with their environment, which often results in more communication and expression. This and other adaptive toys offered through these research programs help kids, including those with autism, learn through play and engage with their communities.

Participating families say opportunities like this are difficult to come by.

鈥淚t can be particularly challenging for our families because their children not only have autism, but oftentimes other complex medical conditions,鈥� says Clinical Associate Professor of Physical Therapy Jennifer Tucker, the director of Go Baby Go!

Approximately 40% of the children the Early Communication and Play Lab and 麻豆原创 Go Baby Go! serve are diagnosed with autism.

Approximately 40% of the children the ECAP Lab and Go Baby Go! serve are diagnosed with ASD. Together, they are studying how their interventions improve communication, mobility and participation. They accept new participants on an ongoing basis.

The work doesn鈥檛 stop there. The Center at 麻豆原创 connects Floridians with disabilities, including those with autism, with assistive technologies and related services to increase their independence. The Center pairs children and adults with the right devices, like specially designed communication apps, cognitive aides and adapted computer equipment, and helps families and service-providers learn how to support their use by individuals with disabilities in everyday environments.

At the College of Medicine, researchers are studying ASD on a molecular level, Daly says, and the in the College of Community Innovation and Education spearheads initiatives to prepare and retain teachers to serve students with special needs.

鈥淩eceiving an ASD diagnosis can be overwhelming,鈥� Daly says. 鈥淲e are here to help families get the resources and care they need at a time when we know their minds may be in a million different directions.鈥�

The Blended Learning Interactive Simulation Suite, or BLISS, uses 270-degree, floor-to-ceiling touchscreen walls that display curated video and audio, providing an immersive view of any event, location or experience 鈥� either real or created. The technology was funded by a philanthropic gift from the Paul B. Hunter and Constance D. Hunter Charitable Foundation.

Acquired to better prepare students for the frontline roles they鈥檒l encounter as healthcare practitioners, the technology serves as a unique and hands-on learning tool.

鈥淚t allows us to create environments that have a higher level of realism,鈥� says Bari Hoffman, associate dean of clinical affairs for the College of Health Professions and Sciences. 鈥淲e want students to be used to the sights, sounds, stressors and energy associated with hospitals, clinics and other locations where they will be providing treatment.鈥�

BLISS is unique in that the user is fully immersed in the room with no headsets or tethers. Plans are in place to add smells and a floor that can vibrate and rumble, bringing another dimension to the experience.

The suite joins a host of other digital health technology tools already housed in the Rehabilitation Innovation Center, including a hologram machine, a maker space with a 3D printer used to adjust toys and household items for patients with rehabilitative needs, and a 鈥淪mart Home鈥� room designed to train clinicians, patients and caregivers how to adapt a home for safety and better navigation.

BLISS can be used to demonstrate a medical procedure, recreate an emergency or incident, or display anatomical models in greater detail. Students can be transported virtually to any environment in the world, enabling them to respond to treatment scenarios or practice skills in a more realistic environment. Faculty can lecture, demonstrate techniques and then engage students in applying their knowledge through exercises and skills stations.

For example, students studying to become speech language pathologists can examine anatomical models using touchscreen technology to rotate, zoom in and view inside the jaw, neck and throat. Skills stations for pre-med students in health sciences can take place in a mock hospital room where they can learn to navigate and gain information through patient charts and medical equipment. And students studying athletic training can practice first aid skills in a crowded football stadium with the roar of the crowd and the presence of anxious teammates, coaches and fans looking on.

“We can give students access to locations and experiences that might not be possible in person due to cost or geography considerations.鈥� 鈥� Bari Hoffman, associate dean of clinical affairs for the College of Health Professions and Sciences

鈥淲e can give students access to locations and experiences that might not be possible in person due to cost or geography considerations,鈥� says Hoffman. 鈥淲e can provide the backdrop for any clinical or non-clinical setting. It can be a patient鈥檚 home, the inside of an ambulance or a medical clinic 鈥� and it could also be a roadside traffic crash, a crowded airport terminal or an entertainment venue. The backdrop, combined with the use of our manikins and other high tech, hands-on equipment in the center, is what makes this truly unique.鈥�

Faculty are developing new scenes and scenarios for students, as well as tailoring existing healthcare lessons developed by hospitals and universities in the United Kingdom who are using the same system there.

Associate Professor Jennifer Tucker teaches a coursework on neurological physical therapy in which students study the evaluation and treatment of patients with movement problems due to disease or injury of the nervous system. This semester, her students will examine patient cases involving stroke, conduct a comprehensive assessment and develop short and long-term recovery treatment protocols. Their classroom will be in BLISS, giving them an up-close look at the course content.

鈥淭he space just lends itself to a higher level of student engagement,鈥� says Tucker, who has already taken students in for any early look and a basic skills exercise. 鈥淚t felt very real, very quickly for them and I could see how the environment required them to actively think on their feet and react and respond to what鈥檚 happening around them.鈥�

Research on the use of simulation in healthcare education聽supports that the more 鈥渞eal鈥澛爐he simulation, the more engaged students become, and the聽better learning outcomes they have. Having hands on and immersive experiences helps close the gap between the classroom and the real-world experience that students will encounter as health care practitioners.

In addition to serving as a learning lab and classroom for students, BLISS will also be a therapy tool for patients served by the college鈥檚 community clinics, including the Communication Disorders Clinic. Clinicians there assist patients who have communication and hearing challenges and they鈥檒l incorporate the tech in therapy sessions.

For example, a patient struggling with stuttering could undergo therapy at a simulated movie theater ticket counter, or a patient being treated at the Aphasia House might practice interacting with the cashier immersed in a grocery store setting.

The space can be transformed into a dentist鈥檚 office, barber鈥檚 shop or noisy shopping center to help children with autism adjust and manage heightened sensory reactions. Children with mobility impairments in the Go Baby Go! program can test drive their specially retrofitted cars against the backdrop of a simulated racetrack.

The new space is also expected to be a site for the clinic鈥檚 summer programs for children with reading challenges. Youth in the camp will be able to see their storybooks come to life and interact with the words and the characters.

鈥淭he possibilities are endless,鈥� says Hoffman who is working across 麻豆原创鈥檚 Academic Health Sciences Center to help make the technology accessible for faculty and students across all health-related disciplines to practice team-based care. 鈥淭he only limitation is your imagination.鈥�