CURRICULUM VITAE Kristofer L. Brock, Ph.D., CCC-SLP California State University, Fullerton

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1 CURRICULUM VITAE Kristofer L. Brock, Ph.D., CCC-SLP California State University, Fullerton EDUCATION & TRAINING Ph.D. Candidate, Texas Tech University Health Sciences Center (TTUHSC), Department of Speech, Language, and Hearing Sciences, August, 2015 M.S. University of the Pacific, Department of Speech-Language Pathology, December, 2008 B.S. University of the Pacific, Department of Speech-Language Pathology, May, 2006 PROFESSIONAL CERTIFICATION American Speech-Language-Hearing Association, # , 2008-present American Speech-Language-Hearing Association, Special Interest Group 12 (AAC), present Texas State Licensure, 2010-present License # California State Licensure, License # PROFESSIONAL EXPERIENCE 2010-Present Research Assistant, Department of Speech, Language, and Hearing Sciences at TTUHSC, Lubbock, Texas Research assistant to Dr. Rajinder Koul, Ph.D. CCC-SLP Quantified the effects of animation on the labelling and identification of AAC graphic symbols in typically developing children, children with autism, and college students Research assistant to Dr. Melinda Corwin, Ph.D. CCC-SLP Engaged in qualitative ethnographic analysis to determine how caregivers of individuals with aphasia perceived and used technology-based AAC systems with their partners Research in partial fulfillment of my doctoral degree: Pre-dissertation projects Facilitating discourse using AAC for people with aphasia: A comparison of visual scene displays (VSDs) and taxonomic grid displays (TGDs) o Investigated the effects of a VSD and TGD on several communicative outcome variables (e.g., question response accuracy, utterance complexity) in one individual with severe, chronic Broca s aphasia

2 Facilitating discourse for people with aphasia using AAC: How well do persons with aphasia generalize the use of visual scene and taxonomic grid displays after a training and no-training condition? o Investigated the effects of two message organization strategies, training and no training conditions, and question response accuracy across several communicative outcome variables in one individual with severe, chronic Broca s aphasia Research in partial fulfillment of my doctoral degree: Dissertation project (in progress) Perceived communicative competence and attitudes towards individuals with aphasia using a speech-generating device equipped with two message organization strategies 2010-Present Teaching Assistant, Department of Speech, Language, and Hearing Sciences at TTUHSC, Lubbock, Texas Teaching assistant to Sherry Sancibrian, M.S., CCC-SLP, ASHA Fellow Primary instructor and course developer for the undergraduate Special Topics in Medical Speech-Language Pathology course Coordinated guest lectures from prominent speech-language pathology community leaders in West Texas Developed a new course curriculum to facilitate small group discussions and active learning Thirty-eight students completed course evaluations in 2013, and the mean instructor evaluation score was 4.1 on a 5-point rating scale Guest Lecturer Provided guest lectures to graduate speech-language pathology students enrolled in an AAC course Invited by Professor Doug Dendy, MPT, PT, PCS to provide a demonstration of current AAC devices and strategies used in hospital settings for doctor of physical therapy students across three TTUHSC campuses (i.e., Amarillo, Lubbock, & Odessa) Will provide guest lectures to graduate speech-language pathology students enrolled in Research Design this Fall 2010-Present Graduate Student Clinical Supervisor, Department of Speech, Language, and Hearing Sciences at TTUHSC, Lubbock, Texas Preschool Language and Articulation for Youth children (PLAY) group Supervised group therapy sessions for 3 hours per week Provided direct instruction to facilitate students clinical development o Engaged in weekly small group meetings with student clinicians to promote active learning and collaboration for overall clinician development Tech Tykes Summer Camp for Preschool Age Children Group supervision for children with various medical diagnoses and children with speech and language impairments

3 Collaborated with occupational therapy professors and advised their graduate students to improve client outcomes Implemented new sensory-based stations to promote self-regulation Restructured graduate clinician training to include small group lectures, deliberate practice, and active learning scenarios Stroke Aphasia Recovery Program (StAR) Group supervision for adults with severe, chronic Broca s and Wernicke s aphasia Based on Aura Kagan s Supported Conversation framework Directed the Pragmatic Aspects of Language (PALs) Camp Group supervision for children with moderate to profound autism Implemented group sensory regulation activities and strategies Speech Therapist, Beyond Words Intervention, Stockton, CA Member of the St. Joseph s Medical Center speech-language pathology team Provided outpatient and acute care assessment and rehabilitation for individuals with dysphagia, aphasia, brain injury, and cognitive deficits Member of the Beyond Words early intervention speech-language pathology team Provided in-home speech and language services and family training to low-income families with pre-school age children PEER REVIEWED PUBLICATIONS Schlosser, R., Koul, R., Shane, H., Sorce, J., Brock, K., et al. (2014). Effects of animation: A comparison of two graphic symbol sets. Journal of Speech, Language, and Hearing Research, 57(5), Brock, K., & Koul, R. (2011). Data suggest that animation assists individuals with intellectual disabilities to guess the meaning of action symbols, but internal validity concerns call these findings into question. Evidence-Based Communication Assessment and Intervention, 5(3), PEER REVIEWED PRESENTATIONS Brock, K. (2015, March). The perceived communicative competence and attitudes toward individuals with aphasia using speech-generating devices. Poster session presented at the Texas Tech University Health Sciences Center Student Research Week, Lubbock, TX. Brock, K. (2014, November). Facilitating and Generalizing Discourse in persons with aphasia using AAC: A comparison of visual scene and taxonomic grid displays. Oral presentation at the American Speech, Language, Hearing Association Conference, Orlando, FL. Brock, K. (2014, November). Facilitating and Generalizing Discourse in persons with aphasia using AAC: A comparison of visual scene and taxonomic grid displays. Oral presentation at the Texas Tech University Health Sciences Center, Lubbock, TX.

4 Schlosser, R., Koul, R., Shane, H., & Brock, K. (2014, November). Effects of Animation on Identification of Symbols by children With Autism. Poster presentation at the American Speech, Language, Hearing Association Conference, Orlando, FL. Brock, K., & Gundez, S. (2014, March). Improving Academic and Clinical Writing Skills for students. Oral presentation at the Texas Speech and Hearing Association Conference, Houston, TX. Schlosser, R., Koul, R, Shane, H., Sorce, J., Brock, K., et al. (2014, March). Effects of animation: A comparison of two graphic symbol sets. Poster session presented at the Texas Tech University Health Sciences Center Student Research Week, Lubbock, TX. Brock, K., Koul, R., & Corwin, M. (2013, March). Facilitating discourse in persons with aphasia using AAC: A comparison of visual scene displays and taxonomic grid displays. Oral presentation at the Texas Speech and Hearing Association Conference, Dallas, TX. Brock, K., Koul, R., & Corwin, M. (2012, November). Facilitating discourse in persons with aphasia using AAC. Oral presentation at the American Speech, Language, Hearing Association Conference, Atlanta, GA. Schlosser, R., Koul, R., Fuller, D., Shane, H., Sorce, J., Bloomfield, E., Brock, K., & Hearn., H. (2012). Effects of animation on iconicity of symbols by SLP students. Poster presentation at the American Speech, Language, Hearing Association Conference, Atlanta, GA. Brock, K., (2012, March). AAC Intervention in individuals with neurologically based communication impairments. Oral presentation at the Texas Speech and Hearing Association Conference, San Antonio, TX. Brock, K., & Corwin, M. (2011, November). Ethnographic analysis of caregivers perspectives on AAC: Persons with aphasia. Poster session presented at the American Speech, Language, Hearing Association Conference, San Diego, CA. Brock, K., (2011, November). Disparities in access to AAC: Problems in health care policy. Poster session presented at the American Speech, Language, Hearing Association Conference, San Diego, CA. Schlosser, R., Koul, R., Shane, H., Sorce, J., Hotz, L., Brock, K., et al. (2011, November). Effects of animation: A comparison of two graphic symbol sets. Oral presentation at the American Speech, Language, Hearing Association Conference, San Diego, CA. RESEARCH INTERESTS Research Line One: (a) Clinical Applications of AAC and (b) Student Clinical Training To investigate the effects of animation on labelling and identification across two symbol sets and contextualized photographs representing nouns, verbs, and prepositions in persons with aphasia To investigate the effects of VSDs and TGDs on communicative outcomes in more natural environmental settings (e.g., restaurants) in persons with aphasia

5 To investigate the effects of VSDs and TGDs across several communicative outcome variables (e.g., utterance complexity) with an AAC training condition and a no AAC training condition in persons with aphasia To investigate the effects of deliberate practice and supervisor guided observation on graduate student s clinical experience and performance Research Line Two: Cognitive Underpinnings of AAC System Use To investigate the cognitive demands associated with navigation and identification of graphic symbols and photographs in VSDs and TGDs across distracting and nondistracting conditions in persons with aphasia To investigate the effect of distraction (e.g., cell phone ringing) across several communicative outcome variables in persons with aphasia To investigate working memory demands associated with VSDs and TGDs for persons with aphasia using a dual task paradigm o The central task will include creating subject-verb-object sentences using the two displays. The secondary task will include answering multiple-choice questions presented on a separate computer monitor. To investigate the eye movements of persons with aphasia while navigating VSDs and TGDs o The dependent variables will include navigation latency, the number of correctly identified symbols, and eye gaze duration patterns. TEACHING INTERESTS Given my training and previous experience, I believe that I could instruct a number of core classes: Introduction to Speech-Language Pathology Neurogenic Communication Disorders Augmentative and Alternative Communication Research Design Given my academic training, I believe that I could incorporate new courses into the curriculum at the graduate and doctoral levels: Seminar in Augmentative and Alternative Communication and Cognition Seminar in Augmentative and Alternative Communication and Aphasia CLINICAL SERVICE INTERESTS Given my supervisory experience in individual and large group settings, I believe that I am capable of incorporating new clinic opportunities and developing student clinic-training standards at the undergraduate, graduate, and doctoral levels: New clinic opportunities include the following: o Preschool Language and Articulation for Young Children (PLAY) group to develop speech and language skills

6 Intensive summer 2-week camp for 3 hours per day or weekly 3-hour group therapy sessions during the semester o Stroke Survivor Group Therapy Based on the Life Participation Approach and Kagan s Supported Conversation Group therapy for 1-hour, once a week during the semester Student clinic-training standards include the following: o Deliberate practice of clinical skills such as prompting hierarchies and parent counseling Students will deliberately practice different clinical skills under the observation of supervisors for 30 to 60 minutes per week. At the end of the semester, the Clinic Olympics will provide students with simulated scenarios to demonstrate their skills. o Student Writing Group Moderator for a peer-to-peer controlled writing group to enhance clinical and academic writing skills Meet with students once per week for 45-minutes SERVICE August 2013-present: Director of the academic writing support group called the Write Right Group Provided assistance in structuring and editing clinical paperwork and academic coursework for undergraduate and graduate speech-language pathology students August 2011-September 2013: South Plains Autism Network Child Care Volunteer Provided child care while parents attended meetings to assist in the continued development of their children with autism July 2009-June 2010: Co-Director and developer of the San Joaquin Country Early Intervention Consortium Honored to assemble monthly meetings of early intervention specialists to discuss professional collaboration and evidence-based practice AWARDS AND HONORS April 2014: Student Ambassador to Hallym University, South Korea Discussed professional issues with international Ph.D., Master s, and Bachelor s level speech-language pathology students Provided a lecture on technology-based AAC systems for persons with acquired neurogenic communication disorders March 2014: Poster Presentation (2 nd place) Schlosser, R., Koul, R, Shane, H., Sorce, Brock, K., et al. (March 2014). Effects of animation: A comparison of two graphic symbol sets. Texas Tech University Health Sciences Center Student Research Week, Lubbock, TX. Awarded $250

7 April 2011-April 2014: Community Foundation of Middle Tennessee, DBI Inc. Scholarship Recipient Awarded $4,000 annually for outstanding scholarship and research in a graduate education setting May 2011 and May 2012: The Scottish Rite of Freemasonry, Southern Jurisdiction USA, Sam and Millie Hilburn Scholarship Recipient Awarded $5,000 annually for outstanding scholarship and research in speech-language pathology November 2008: California State Legislature Recognition Acknowledged for outstanding community leadership at the Scottish Rite Language Center May 2007: The Van Gilder Tolley Scholarship Recipient (2007) Awarded $4,000 for outstanding scholarship and community service to the Scottish Rite Language Center May 2005-May 2007: Student editor for Dr. Paul Fogle s Ph.D., CCC-SLP textbook entitled Foundations of Communication Sciences and Disorders Personal acknowledgement in the book Published in 2008 by Thompson Delmar Learning