MSLP Director | Professor

Elisa Huff, PhD

Dr. Elisa Huff has been working as a speech-language pathologist since 1992. Her areas of interest range from acquired disorders of language and cognition in adults to disorders of speech and literacy in children. She has served as advisor and co-researcher for over 100 graduate research projects. She has worked across child and adult settings. Her favorite work settings are skilled nursing facilities, outpatient rehabilitation clinics and higher education. She was hired at St. Ambrose University in 2007 to create and implement a graduate speech-language pathology program. She has stayed at St. Ambrose University because she believes in person centered education and the mission of using knowledge and skills to enrich the lives of persons in their community - however each of us define community. Every person is important.

Contact Us

Center for Communication and Social Development

563-333-3920

huffelisag@sau.edu

Education and Training

PhD, The University of Iowa, Acquired Disorders of Speech and Language
MS, University of Minnesota, St. Cloud, Speech-Language Pathology
BS, University of Minnesota, Mankato, Speech-Language Pathology

Recent Publications

Huff, E., Bailinson, C., & Recine, R. (2017, November). Acquired student knowledge following an interprofessional case study event. Poster session presented at the annual American Speech Language and Hearing Association, Los Angeles, CA.
Huff, E., Jesenovec, H., & Valvick, G. (2017, November). Alumni perception of personal readiness for speech-language pathology internship. Poster session presented at the annual American Speech Language and Hearing Association, Los Angeles, CA.
Huff, E. & Fenske, A (2017, November). What's important to incorporate into one's application when re-applying to speech-language pathology graduate programs. Poster session presented at the annual American Speech Language and Hearing Association, Los Angeles, CA.
Huff, E., Pollack, S., & Kohrt, E. (2015, November). The effect of a graduate speech-language pathology program on preferred work setting. Poster session presented at the annual Iowa Speech-Language and Hearing Convention, West Des Moines, IA.
Huff, E. & Johannson, K. (2015, February). Computer-assisted treatment: Improving attention to aid in word retrieval in an individual with mild anomic aphasia. Poster session presented at the annual Illinois Speech Language Hearing Association State Conference, Rosemont, Illinois.
Huff, Lev, Waters, English, Johannson, Asaulenko, Siuchinski (2014, November). Five case studies: The additive effects of LumosityTM on therapy outcomes. Poster session presented at the annual Iowa Speech-Language and Hearing Convention, Iowa City, Iowa.
Huff, E., McMeen, M., Brannen, K., Flynn, K. & Garland, N. (2013, November). Effects of undergraduate major and institution on preparation for graduate study in speech-language pathology. Poster session presented at the annual American Speech Language and Hearing Association, Chicago, Illinois.
Huff, E. & Melzer, K. (2013, November). Generalization of fluent speech: A case study of an individual with Down Syndrome. Poster session presented at the annual American Speech Language and Hearing Association, Chicago, Illinois.
Huff, E. & Ferguson, B. (2013, November). Efficacy of the Compton P-ESL Program. Poster session presented at the annual American Speech Language and Hearing Association, Chicago, Illinois.
Huff, E., Tolley, L., Fuller, C., & Tregloan, M. (2013, November). Analyzing criteria of graduate admission applications in speech-language pathology. Poster session presented at the annual American Speech Language and Hearing Association, Chicago, Illinois.

Courses Taught

Phonetics

Persons interested in pursuing a graduate degree in speech-language pathology will obtain fundamental knowledge and skills related to use of the International Phonetic Alphabet(IPA). The IPA is utilized by speech-language pathologists to transcribe speech samples of persons with normal speech, persons with delayed or disordered speech, and persons with accents and dialects. Students will also learn the acoustical, anatomical, and physiological characteristics of speech sounds, with focus on the speech sounds of American English. Permission of MSLP Program Director is required.

Articulation and Phonological Disorders

Persons interested in pursuing a graduate degree in speech-language pathology will learn specific information relating to the theories and principles of the prevention, diagnosis, and treatment of speech production disorders. Special emphasis will be placed on developing clinical skills in formal assessment, report writing, interpretation of test results, planning and implementing treatment, as well as critically reviewing literature related to differential diagnosis and treatment efficacy in speech production disorders. Permission of MSLP Program Director is required.

Stuttering

This course covers theoretical perspectives on the nature of stuttering, including onset and development; prevention, assessment, and treatment of children and adults. Practical activities focus on assessment procedures, clinical interviewing, and specific treatment methods for working with families and friends, as well as the person with a fluency disorder. In addition, best practice in assessment and treatment with emphasis on evidence-based practice will be discussed along with client advocacy. Students complete a written evaluation, a treatment plan and a session plan.

Foundations of Assessment

This course covers topics relevant to the principles and methods of diagnosis and assessment of speech and language across the lifespan and across settings. Topics include basic knowledge and skills in the administration and interpretation of informal and formal assessments for the purpose of diagnosis, planning intervention, and reporting assessment results to clients, family, peers, and other professionals working in educational and health related fields; being a critical consumer of assessment materials; best-known strategies in conducting fair speech and language assessments of individuals from diverse linguistic and cultural backgrounds; client advocacy; and ethics. Students participate in a number of real and hypothetical assessment and screening experiences, as well as professional writing experiences across settings. The course culminates in an in-class professional critical review of an assessment tool of the student's choosing.

Acquired Disorders of Language and Cognition

This course includes information related to etiology, prevention, assessment, and intervention of language and cognitive disorders secondary to acquired brain damage across the lifespan. Topics include: anatomy, neuropathology, and cognitive and communication characteristics associated with aphasia, right hemisphere disorders, acquired brain injury and dementia. Students will differentiate these disorders on the basis of site of neurologic damage and cognitive-communicative characteristics. Students will integrate information and refine skills in prevention, assessment and intervention of persons through real life and hypothetical experiences, such as role-playing activities and lab assignments. Evidence-based practice in assessment and treatment will be a key focus, as well as multicultural issues in service delivery and client advocacy.

Clinical Reasoning I

This course is designed to prepare students for the national exam. The course covers key content from students' undergraduate and graduate experiences and provides students with experience answering multiple choice questions under time limits. Pre-requisite is completion of all other academic coursework in the SAU MSLP program, as well as Clinical Experience I, II and III. This course is presented online

Clinical Reasoning II

This course is designed to identify the critical issues in the delivery of best professional practice in the ever-changing market. Clinical reasoning and ethical decision-making as it applies to the promotion of communication skills and opportunities and quality of life of persons with communication and swallowing disorders, as well as their family and friends, is explored through case studies. The course serves as a formative assessment of each student's knowledge and skills. Pre-requisite is completion of all other academic coursework in the graduate SLP program, as well as Clinical Experience I, II, and III. This course is presented online.

Professional Memberships

American Speech Language Hearing Association (ASHA)

ASHA Special Interest Groups: Voice and Voice Disorders, Telepractice, Issues in Higher Education, Administrative and Supervision, Gerontology, Fluency and Fluency Disorders, Neurogenic Communication Disorders, Cultural and Linguistic Diversity, School Based Issues, Global Issues in Communication Sciences and Disorders, Language Learning and Education, and Counseling.

Iowa Speech Language Hearing Association (ISHA)

International Fluency Association (IFA)

World Professional Association for Transgender Health (WPATH)