Sarah WallaceAssistant Professor
Rangos School of Health Sciences
Fisher Hall 410
Education:Ph.D., Human Sciences with a concentration in Communication Disorders, University of Nebraska-Lincoln, 2009, Dissertation: Effect of Visuographic Contextualization on Navigation of an Augmentative and Alternative Communication System by Survivors of Severe Traumatic Brain Injury
M.A., Speech-Language Pathology, Western Michigan University, 2005 Certificate in Gerontology (2005)
B.Ed., Speech-Language Pathology and Audiology, Miami University of Ohio, 2003
Sarah E. Wallace PhD, CCC-SLP is an Associate Professor and Program Director for the Adult Language and Cognition clinic in the Speech-Language Pathology Department at Duquesne University in Pittsburgh, Pennsylvania. Dr. Wallace also directs the Communication and Cognition Lab (https://www.facebook.com/CommunicationAndCognitionLab/). Dr. Wallace is a certified speech-language pathologist with clinical experience providing services to individuals with acquired communication disorders. At Duquesne University she teaches the following graduate courses: Aphasia in Adults, Neurocognitive Communication Disorders, Augmentative and Alternative Communication with Lab, and Capstone in Evidence-Based Practice. She also provides multiple guest lectures within the Health Science Departments focused on augmentative and alternative communication and interprofessional roles and responsibilities. Dr. Wallace regularly leads Interprofessional Education learning opportunities for Duquesne University students. In addition to her classroom and clinic teaching responsibilities, Dr. Wallace often mentors student research projects.
Dr. Wallace currently serves as the American Speech-Language and Hearing Association Special Interest Group 2 Coordinator and contributes in multiple services roles to the Academy of Neurogenic Communication Sciences and Disorders. She proudly serves as an Associate Editor for Topics in Language Disorders.
Dr. Wallace conducts clinical research aimed at improving the quality of life for individuals with communication impairments following traumatic brain injury and aphasia. Her active research program focused on the following broad objectives:
1. Develop a multimodal intervention program to assist people with neurogenic communication disorders to successful resolve communication breakdowns.
2. Develop compensatory strategies that support reading and auditory comprehension in people with aphasia
3. Explore methods of integrating technology into provision of clinical services for individuals with neurogenic communication disorders.
4. Explore modifications that increase generalization resulting from semantic feature interventions implemented with people with aphasia.
5. Investigate strategies for implementing interprofessional education activities that increase collaborative practices used by clinicians with a particular emphasis on the learning outcomes from speech-language pathology students.
2016 Spirit of Learning Award Phi Kappa Phi Honors Society Duquesne University
2016 ASHA Meritorious Poster Submission for the 2016 Annual Conference in Interprofessional Education and Practice
2016 Center for Teaching Excellence Honorable Mention at the Duquesne University Undergraduate Research Symposium (I served as the faculty advisor on two student projects awarded).
2015 American-Speech-Language-Hearing Association Research Mentoring-Pair Travel Award (RMPTA) with graduate student Alyssa Lanzi for the 2015 ASHA Research Symposium
2013-2014 Duquesne University Creative Teaching Award
2014 Outstanding Scholarship Award sponsored by the Office of the Provost at the Graduate Research Symposium (I served as the faculty advisor for the student project awarded).
2014 Phi Kappa Phi National Honor Society Honorable Mention Award at the Duquesne University Undergraduate Research Symposium (I served as the faculty advisor on the student project awarded).
2013 ASHA Meritorious Poster Submission for the 2013 Annual Conference in Scholarship of Teaching and Learning Topic
2013 John G. Rangos School of Health Sciences Faculty Excellence in Scholarship Award
2013 Lessons for Success: American Speech-Language Hearing Association (ASHA) sponsored Grant Writing Workshop
2010 Best Student Paper of 2010 (Tied for 1st) in the journal, Augmentative and Alternative Communication
Baylor, C., Oelke, M., Bamer, A., Hunsaker, E., Off, C., Wallace, S.E., Pennington, S., Kendall, D., & Yorkston, K. (in press). Validating the communication participation item bank for the aphasia population. Aphasiology.
Brice, A., Brice, R., & Wallace, S.E. (in press). Recovery from a sub-arachnoid hemorrhage: Days one through twenty-two. Communication Disorders Quarterly.
Purdy, M. & Wallace, S.E. (2016). Intensive multimodal intervention for severe aphasia. Aphasiology, 30, 1071-1093. doi: 10.1080/02687038.2015.1102855
Knollman-Porter, K., Brown, J., Hux, K., Wallace, S.E., & Uchtman, E. (2016). Preferred visuographic images to support reading by people with chronic aphasia. Topics in Stroke Rehabilitation, 23, 269-275. doi: 10.1080/10749357.2016.1155276.
Brown, J., Hux, K., Knollman-Porter, K., & Wallace, S.E. (2016). Use of visual cues by adults with traumatic brain injuries to interpret main character/event, background, and inferential information. Journal of Head Trauma and Rehabilitation, 31, E32-E41. doi: 10.1097/HTR.0000000000000148
Knollman-Porter, K., Wallace, S.E. Hux, K., Brown, J. & Long, C. (2015). Reading experiences and use of supports by people with chronic aphasia. Aphasiology, 12, 1448-1472.
Wallace, S. E., Purdy, M., & Skidmore, E. (2014). A multimodal communication program for aphasia during inpatient rehabilitation: A case study. Neurorehabilitation, 35, 615-625. doi: 10.3233/NRE-141136.
Wallace, S.E., Hux, K., Brown, J., & Knollman-Porter, K. (2014). High-context images: Comprehension of main, background, and inferential information by people with aphasia. Aphasiology, 28, 713-730.
Page, S., & Wallace, S.E. (2014). Speech-language pathologists' opinions of constraint-induced language therapy. Topics in Stroke Rehabilitation, 21(4), 332-338.
Mason-Baughman, M.B., & Wallace, S.E. (2014). The role of importance and distinctiveness of semantic features in people with aphasia: A replication study. Communication Disorders Quarterly, 35, 158-166.
Brice, A., Wallace, S.E., & Brice, R. (2014). Alzheimer's dementia from a bilingual/bicultural perspective: A case study. Communication Disorders Quarterly, 36, 55-64. doi:10.1177/1525740114524435.
Wallace, S.E., & Hux, K. (2014). Effect of two layouts on high technology AAC navigation and content location by people with aphasia. Disability and Rehabilitation: Assistive Technology, 9, 173-182.
Wallace, S.E., & Kimelman, M. (2013). Generalization of word retrieval following semantic feature treatment. Neurorehabilitation, 23, 899-913.
Mason-Baughman, M.B. & Wallace, S.E. (2013). The role of commonality, distinctiveness, and importance of semantic features in persons with aphasia. Brain Injury, 27, 399-407.
Plummer, P., Eskes, G., Wallace, S.E., Guiffrida, C., Fraas, M., Campbell, G., & Skidmore, E. (2013). Cognitive-motor interference during functional mobility after stroke: State of the science and implications for research and clinical practice. Archives of Physical Medicine and Rehabilitation, 94, 2565-2574.
Mason-Baughman, M.B., & Wallace, S.E. (2013). Semantic feature knowledge in persons with aphasia: The role of commonality, distinctiveness, and importance. Aphasiology, 27, 30-40.
Wallace, S.E., & Mason-Baughman, M.B. (2012). Relationship between distinctive feature knowledge and word retrieval abilities in people with aphasia. Aphasiology, 26, 1278-1297.
Wallace, S.E., Dietz, A., Hux, K., & Weissling, K. (2012). Augmented input: The effect of visuographic supports on the auditory comprehension of people with chronic aphasia. Aphasiology, 26, 162-176.
Wallace, S.E., Hux, K., & Beukelman, D. (2010). Navigation of a dynamic screen AAC interface by people with severe traumatic brain injury. Augmentative and Alternative Communication, 26, 255-266.
Hux, K., Buechter, M., Wallace, S.E., & Weissling, K. (2010). Using visual scene displays to create a shared communication space for a person with aphasia. Aphasiology, 24, 643-660.
Hux, K., Wallace, S.E., Evans, K., & Snell, J. (2008). Performing "cookie theft" content analyses to delineate cognitive-communication impairments. Journal of Medical Speech-Language Pathology, 16, 83-102.
Wallace, S.E., Evans, K., Arnold, T., & Hux, K. (2007). Functional brain injury rehabilitation: Survivor experiences reported by families and professionals. Brain Injury, 21, 1371-1384.
Avent, J., Glista, S., Wallace, S.E., Jackson, J., Nishioka, J., & Yip, W. (2005). Family information needs about aphasia. Aphasiology, 19, 365-375.
Wallace, S.E. (2014). Team-based learning in a capstone course in speech-language pathology: Learning outcomes and student perceptions. Communication Disorders Quarterly, 37, 44-52. doi: 10.1177/1525740114558462.
Wallace, S.E., Turocy, P.S., DiBartola, L.M., DeIuliis, E.D., Weideman, Y., Morgan, A., Astle, J., Cousino, S., O'Neil, C., & Simko, L.C. (2016). Interprofessional education outcome study: Learning and understanding professional roles in stroke care. Journal of Physical Therapy Education, 30, 50-60.
Academy of Neurological Communication Disorders and Sciences
Pennsylvania Speech-Language and Hearing Association
America Speech-Language and Hearing Association
ASHA Special Interest Group 2
ASHA Special Interest Group 12